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LIBRARY OF CONGRESS. 



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UNITED STATES OF AMERICA. 



APR S9 1837 



HINTS 



ON 



EARLY EDUCATION 



AND 



NURSERY DISCIPLINE 



" I think I may say that, of all the men we meet with, nine parts of ten are 
what they are, good or evil, useful or not, by their education." 

"To neglect beginnings is the fundamental error into which most parents 
fall." 

"Parents wonder to taste the streams bitter when they themselves have 
poisoned the fountain."— Locke. 




FUNK & WAG N ALLS. 

NEW YORK : LONDON : 

looi • 
18 AND 20 ASTOR PLACE. 44 FLEET STREET. 

All Bights Reserved. 






Entered, according to Act of Congress, in the year 1887, 

By FUNK & WAGNALLS, 

In the Office of the Librarian of Congress at Washington, D. C. 



PEEFACE. 



The little work reproduced in the following pages was 
first published in London, some sixty years ago, anony- 
mously. Its authorship has been attributed to a sister of 
Elizabeth Fry, the eminent philanthropist ; but although 
it passed through eighteen editions in England, the name 
of the author never appeared on the title-page. An 
American reprint bears the date of 1834, but the book has 
long since disappeared from circulation. The copy from 
which the present volume is printed was procured by a 
New York gentlewoman, who having seen the book in 
the possession of a friend, desired to procure it herself, 
and only succeeded after a long search in the London 
bookstores. 

This copy, passed from hand to hand, has called forth 
from many readers, who have gained most serviceable aid 
in the training of their children from the practical good 
sense, clear insight, intelligent discrimination, and high 
moral standard of the "Hints," a request for its re- 
production, in the belief that its suggestions are as valu- 
able now as when they first saw the light. Before ven- 
turing on the present publication, the work was submit- 
ted to the examination of the Kev. John Hall, D.D., 
in whose prefatory note will be found a full endorsement 
of the high estimate of its value, already expressed, and 
with whose commendations it may safely be placed be- 
fore the. public. 

New York, February 18, 1887. 



CONTENTS. 



PAGE 

Author's Introduction , 9 

General Principles of Education 12 

Truth and Sincerity 14 

Authority and Obedience 20 

Rewards and Punishments 27 

Temper 33 

Justice 37 

Harmony, Generosity, and Benevolence 39 

Fearfulness— Fortitude— Patience 44 

Independence 56 

Industry, Perseverance, and Attention 60 

Vanity and Affectation 68 

Delicacy 71 

Manners and Order 74 

Religious Instruction 78 

Religious Habits 86 

Conclusion, , , 96 



PREFATORY ^OTE. 



We have much proverbial wisdom concerning the 
training of the children, but, unhappily, what is admitted 
on all hands in theory is often forgotten in practice, and 
when there is distinct recollection of the duty, " how to 
perform" it is. sometimes unknown. 

I have read carefully the " Hints on Early Educa- 
tion.' ' The gentle wisdom, knowledge of human nature, 
and loyalty to " Our Father in Heaven," which the 
writer — unknown to me — displays, commend the book as 
well worth putting within reach of American parents. 

I cannot recall a sentiment that requires modification ; 
nor is there anything in the volume that tends to limit 
the book to any one class or any one denomination. 

Our " times" are, in most respects, a great advance on 
any that have gone before us, if we take Christendom 
into account. This statement of a fact — for which we 
ought to be profoundly thankful — does not conflict with 
another, that in many sections of American society the 
home is in peril. Rapid growth of wealth, some un- 
thinking imitation of supposed excellencies in other na- 
tions, social and other occupation of parents, and like 
causes, explain this discouraging symptom. Under the 
blessing of God this modest volume may recall attention 
to a vital matter, deepen the sense of parental duty, and 
guide heads and hearts already impressed and raising the 
question, How can we best mould the character of these 
our children ? I heartily commend the book. 

John Hall. 



AUTHOR'S INTRODUCTION. 



It is with considerable diffidence that the writer offers 
to the attention of mothers and those engaged in the 
care and instruction of young children, the following 
remarks ; though she hopes that their being the simple 
result of experience will compensate for their imper- 
fections. 

The origin of this little work was as follows : the 
author having formed a few rules, as directions for her 
nursemaid in the management of her first child, com- 
mitted them to paper, that they might be the more 
clearly understood and remembered ; and as she found 
these written rules beneficial in her own nursery, she 
conceived they might prove useful to others. While at- 
tempting, however, to improve and enlarge them, she 
was persuaded they touched upon so many important 
points, they were so closely interwoven with the first 
principles of education, that they could not, with pro- 
priety, be addressed to those whose duty is more to obey 
than to rule / and that they were most likely to be use- 
ful, as an assistance to a mother, in the exercise of her 
own authority, in training those who are to act under 
her, and in establishing the discipline of her nursery. 

Those " are the golden hours of childhood" which 
are spent in the society of a good mother ; and it is evi- 
dent that a mother cannot do full justice to her family 
unless a considerable portion of her time be devoted to 



10 HINTS ON EAKLY EDUCATION. 

it. But, in the various engagements and duties of life 
her children cannot be her exclusive object ; and as an 
injurious influence, though but casually exerted, may 
counteract the effects of continued care, it is of no small 
importance that those to whom she confides them, what- 
ever he their office, should be fitted, as far as they are 
capable of it, to supply her place during her absence. 
They should, therefore, be chosen with caution and dis- 
cretion, instructed in that part of education which de- 
volves upon them, and their defects, as far as possible, 
remedied. 

Good education must be the result of one consistent 
and connected system, and both the nursery and school- 
room will become scenes of insubordination, or sources 
of disappointment, if authority be opposed to authority, 
and influence counteract influence. A judicious mother 
will, therefore, keep the reins in her own hands ; she 
will be the only source of power ; and her assistants 
should exercise authority, whether more or less, simply 
as derived from her and in subjection to her. If, at 
any time, they assume a power which does not belong to 
them, if they take more than is given, they outstep the 
bounds of duty, and in that proportion diminish their 
value to the parent and their usefulness to the children. 
On the other hand, an assistant should receive the un- 
varying support and sanction of a mother, while acting 
within the prescribed limits, and exercising that portion 
of authority which has been confided to her. To lay 
down these limits, to determine what should be this 
portion, requires an exercise of discretion on the part of 
the mother. It must depend upon the situation and 
character' of those to whom she entrusts her children, 
and upon her own individual circumstances. 

The principles touched upon in the following remarks 



AUTHOli'S INTRODUCTION. 11 

may be applied to education in general, although they 
are brought forward with a more particular reference to 
the earlier periods of childhood. It is probable that 
education may be begun sooner than is generally sup- 
posed. The sympathies, even of infants, are quick, and 
powerfully affected by the manners, looks, and tones of 
voice of those about them. Something, therefore, may 
undoubtedly be done toward influencing the mind in the 
first two or three years of infancy ; but this will be 
effected more by avoiding what is hurtful, as irritation 
or alarm, than by aiming at premature excellence. The 
minds of children, as their bodies, are not to be forced. 
We are to follow the leadings of nature — " to go her 
pace ;" to be ever watchful, diligent, and alert ; to make 
the best use of the opportunities and advantages which 
she throws in our way — for it is to be remembered that 
nature may be cramped and forced, rather than corrected 
and improved, and that in every doubtful case it is 
wise to incline to the lenient, rather than to the severe, 
side of the question, because an excess of freedom is 
safer than too much restraint. 



GENERAL PRINCIPLES OF EDUCATION. 

Success in education depends, 

First. — Move on Prevention than Cure : more on 
securing our children from injury, than on forcing upon 
them what is right. If we wish, for instance, to render 
a child courageous, we shall effect it, not so tfiuch by 
urging and compelling him to feats of hardihood, as by 
guarding him from all impressions of terror or from 
witnessing a weak and cowardly spirit in others. 

Second.- — On Example rather than on Precept and 

Advice. 

As the bodies of children are imperceptibly affected 
by the air they breathe, so are their minds by the moral 
atmosphere which surrounds them ; that is, the tone of 
character and general influence of those with whom they 
live. 

Third. — On forming Habits, rather than on in- 
culcating rules. 

It is little to tell a child what to do ; we must show 
him how to do it, and see that it is done. It is nothing 
to enact laws, if we do not take care that they are put 
into practice and adopted as habits. This is the chief 
business of education, and the most neglected ; for it is 
more easy to command than to teach and enforce. For 
example : a child will never know how to write by a set 
of rules, however complete ; the pen must be put into 



GENERAL PRINCIPLES OF EDUCATION. 13 

his hand, and the power acquired by repeated efforts 
and continued practice. 

Fourth. — On regulating our conduct with reference 
to the Formation of the Character ', rather than by con- 
fining our views to the immediate effect of our labor. 

Premature acquirements, premature quickness of 
mind, premature feeling, and even premature propriety 
of conduct, are not often the evidences of real strength 
of character, and are rarely followed by corresponding 
fruits in future life. 

Lastly. — On bearing in mind a just sense of the Com- 
parative Importance of the objects at which we aim. 

As in the general conduct of life it is the part of 
wisdom to sacrifice the less to the greater good, so is this 
eminently the case in the subject before us. Now the 
primary, the essential object of education is this, — to 
form in children a religious habit of mind, founded on 
the divine principles of Christianity, and leading to the 
habitual exercise of practical virtue. To this, all other 
attainments are wholly subordinate. 

These points, though frequently referred to in the 
following observations, are thus stated separately, that 
they may be the more easily kept in view, as fundamen- 
tal principles of universal application, in executing the 
particular directions that follow. 



TRUTH AND SINCERITY, 

Nothing, perhaps, is more beautiful, or more rare, 
than a character in which is no guile. Guile insinuates 
itself into our hearts and conduct to a degree of which 
we are little aware. Many who would be shocked at an 
actual breach of truth are, notwithstanding, far from 
sincere in manner or conversation. The mode in which 
they speak of others, when absent, is wholly inconsistent 
with their professions to them when present. They will 
relate a fact, not falsely, but leaning to that side which 
tells best for themselves ; they represent their own 
actions in the fairest colors ; they have an excuse ever 
ready for themselves, and too often at the expense of 
others. Such conduct, if not coming under the charac- 
ter of direct falsehood, is certainly a species of deceit to 
be severely condemned and strictly guarded against, not 
only in ourselves, but in our children ; for we shall find 
them early prone to art and quick in imbibing it from 
others. It is not enough, therefore, to speak the truth ; 
our whole behavior to them should be sincere, upright, 
fair, and without artifice ; and it is experience alone that 
can prove the excellent effects that will result from such 
a course of conduct. Let all who are engaged in the 
care of children consider it as a duty of primary, of 
essential importance, never to deceive them, never to 
employ cunning to gain their ends or to spare present 
trouble. Let them not, for instance, to prevent a fit of 
crying, excite expectation of a pleasure which they are 
not certain can be procured ; or assure a child that the 



TRUTH AKD SINCERITY. 15 

medicine lie must take is nice, when they know to the 
contrary. If a question be asked them which they are 
unwilling or unable to anwer, let them freely confess it, 
and beware of assuming power or knowledge which they 
do not possess ; for all artifice is not only sinful, but is 
generally detected, even by children ; and we shall ex- 
perience the truth of the old proverb, " A cunning trick 
helps but once, and hinders ever after." No one who 
is not experimentally acquainted with children would 
conceive how clearly they distinguish between truth 
and artifice, or how readily they adopt those equivocal 
expedients in their own behalf which they perceive are 
practised against them. 

Great caution is required in making promises and in 
threatening punishment ; but we must be rigid in the 
performance of the one and in the infliction of the 
other. If, for example, we assure a child, uncondition- 
ally, that after his lessons he shall have a top or a ball, 
no subsequent ill- behavior on his part should induce us 
to deprive him of it. Naughty or good, the top must be 
his ; and if it be necessary to punish him, we must do it 
in some other way than by breach of engagement. For 
our word once passed must not be broken. 

We should labor to excite in children a detestation of 
all that is mean, cunning, or false ; to inspire them with 
a spirit of openness, honor, and perfect honesty ; making 
tiiem feel how noble it is, not merely to speak the truth, 
hut to speak the simple unaltered truth, whether it tell 
for or against themselves ; but this we cannot effect, un- 
less our example uniformly concur with our instructions. 
We should teach them not only to confess their faults, 
but to confess them freely and entirely, without prefac- 
ing them by excuses, or endeavoring to lessen their own 
offence by laying blame upon another. When referring 



16 HINTS ON EARLY EDUCATION. 

to others their mutual complaints and disputes, they 
should be warned to relate the case honorably and fairly 
— to state both sides of the questions- — to be willing to 
accuse themselves as well as their companions. In these 
points, even conscientious children, who dread a false- 
hood, are extremely prone to equivocate, and to keep 
back, at least, part of the truth. The habit of idle gos- 
siping, of seeking and dispensing amusement by hearing 
and repeating the affairs of others, is one great source of 
misrepresentation, and not unfrequently even of direct 
falsehood. The dawnings of such a habit are to be 
checked, the meanness of tale-bearing and detraction 
must be strongly impressed upon the mind in early life, 
and children reminded that not only duty, but a sense of 
honor, should lead us to speak of others in absence as we 
would do in their presence. 

The confusion and undesigned inaccuracy so often to 
be observed in conversation, especially in that of unedu- 
cated persons, proves that " truth needs to be cultivated 
as a talent as well as a virtue ;" children require not 
only to be told to speak the truth, but taught how to do 
it. To this end, it will be highly beneficial to accustom 
them gradually, and by continued practice, to give an 
accurate account of what they have read or seen, and to 
relate correctly circumstances in which they have them- 
selves been engaged ; for this perspicuity and precision 
are commonly the result not only of good principle, but 
of intellectual cultivation. Dr. Johnson observes, 
" Nothing but experience can evince the frequency of 
false information ; some men relate what they think as 
what they know ; some men of confused memories and 
habitual inaccuracy ascribe to one. man what belongs to 
another, and some talk on without thought or care. 
Accustom your children, therefore, to a strict attention 



, TRUTH AND SINCERITY. 17 

to truth, even in the most minute particulars ; if a thing 
happened at one window, and they, when relating it, say 
that it happened at another, do not let it pass, but in- 
stantly check them ; you do not know where deviation 
from truth will end. It is more from carelessness 

ABOUT TRUTH THAN FROM INTENTIONAL LYING THAT THERE 
IS SO MUCH FALSEHOOD IN THE WORLD." * 

On no account whatever let anything he said or done 
in the nursery that mamma is not to he told. 

In case of any unpleasant occurrence, it is the duty of 
a nurse to take the earliest opportunity of informing her 
mistress, and to do this, when she can with propriety, 
in the presence of the children. She is ever to enforce 
the same habit among them, encouraging them, if they 
have met with an accident or committed a fault, at once 
(for in these cases delays are dangerous) to go to their 
mother, and freely to confess it to her. 

It is desirable, as far as possible, to manifest confi- 
dence in the honor and veracity of children ; for we 
should wish deceit and falsehood to be considered among 
them as offences of which we do not even suppose them 
capable ; to accuse a child falsely breaks his spirit and 
lowers his sense of honor. If we have, at any time, 
reason to suspect a child of telling a falsehood or of con- 
cealing the truth, great caution is necessary in betraying 
that suspicion. We should endeavor to ascertain the 
fact by our own observation or the evidence of others, 
rather than by the common expedient of questioning the 
child himself or strongly urging him to confession ; for 
in so doing we shall often lead him, if he be guilty, to 
repeat the falsehood ; or, if innocent and timid, to plead 
guilty to a fault which he has not committed. Besides, 



* See Boswell's "Xafe of Johnson," octavo, vol. iii., pp. 24.9, 250, 



18 HIKTS ON EARLY EDUCATION. 

no small care is necessary that we do not bring children 
into temptation, or put too much to the proof their still 
weak and unformed principles. ' There are many sus- 
picious cases, the truth of which, being buried in the 
breast of a child, cannot be discovered ; and these it is 
generally wiser to leave unnoticed ; at the same time, 
more vigilantly observing the offender, and treating him 
with the greater strictness upon those occasions in which 
the truth can be ascertained by positive evidence. For 
example : were a child to assure me that he had so many 
times read over his lesson to himself, and 1 had reason 
to doubt the fact, 1 would let it pass in silence, dread- 
ing the effects of ill-placed suspicion, and knowing that, 
if he were guilty and should choose to deny it, I had no 
means by which to convict him. On the other hand, if 
a child tell a nurse that his mother had desired she should 
give him fruit or a cake, and she suspect he is deceiving 
her, let her say nothing to him at the time, but apply, 
without his knowledge, to the mother ; should her sus- 
picions be confirmed the child is convicted, and the op- 
portunity is at once afforded for reproving and correcting 
him with decision. 

If we have grounds for supposing a child guilty of 
some common offence, although, as has before been re- 
marked with regard to falsehood, it is better to ascertain 
the truth by evidence, rather than by the forced confes- 
sion of the suspected party ; yet sometimes, it may be 
necessary to question the child himself. This must be 
done with great caution, not with the vehemence and 
hurry so commonly employed on such occasions, but 
with calmness and affection. We should forbid him to 
answer in haste or without consideration, reminding him 
of the extreme importance and happy consequences of 
truth, of our tenderness toward him, and willingness to 



TRUTH AKD SINCERITY. 19 

forgive if he freely confess his fault and show himself 
upright and honorable in his conduct ; for truth being 
the corner-stone of practical goodness, we must be ready, 
when necessary, to sacrifice to it less important points, 
and, for the sake of this leading object, to pass over 
many smaller offences. 

I cannot close the subject before us without a warning 
against a severe, repulsive, disheartening, or satirical 
system in the management of children. Nothing is so 
likely to produce in them, especially in those of timid 
dispositions, reserve, pusillanimity, and duplicity of 
character. On the other hand, good discipline will 
greatly promote habits of integrity and openness. But 
it is to be remembered that the best discipline is always 
combined with freedom, mildness, sympathy, and affec- 
tion. 



AUTHORITY AND OBEDIENCE. 

All who are engaged in bringing up children must, 
necessarily, possess a certain share of power or authority 
over them. This power being the chief instrument in 
education, it is to the injudicious use which is made of 
it that many of the prevalent defects among children 
are to be ascribed. On the one hand, we may observe 
self-indulgence, insubordination, and disobedience ; on 
the other, a broken and depressed spirit, one of the most 
serious and least curable evils which ill-management, on 
the part of those who govern, can occasion : — the former 
arising from a weak, indecisive, and irregular exer- 
cise of authority ; the latter, from coldness and sever- 

ity. 

It is our business to steer as clear as possible between 
these opposite evils, bearing in mind that it is essential 
to the welfare of children to know how to obey, to sub- 
mit their wills, and to bear a denial ; while, at the same 
time, their minds should be left free and vigorous, open 
to every innocent enjoyment, and unfettered by the 
thraldom of fear. We shall best unite these important 
advantages by an authority firm but affectionate, equally 
free from peevishness or ill-temper, and an excess of in- 
dulgence, regular and consistent, never unnecessarily 
called into action, but always with effect ; exercised with 
a simple view to the good of those under our care, ac- 
cording to the dictates of judgment, and from the prin- 
ciple of love ; for the reproofs, corrections, and restraints 
which are necessarily imposed upon children should 



AUTHORITY AKD OBEDIENCE. 21 

spring from love, as well as the encouragements and in- 
dulgences which we bestow upon them : 

' ' Such authority in show, 
When most severe and must'ring all its force, 
Is but the graver countenance of love, 
Whose favor, like the clouds of spring, may low'r, 
And utter now and then, an awful voice, 
But has a blessing in its darkest frown, 
Threat'ning at once and nourishing the plant." 

Authority thus guarded, combining, in right propor- 
tion, decision and mildness, will produce in the subjects 
of it an invaluable union of happy freedom and ready 
obedience. 

Decision of character is essential to success in the busi- 
ness of education. " Weakness in every form tempts 
arrogance ; when a firm, decisive spirit is recognized, it 
is curious to see how the space clears around a man, and 
leaves him room and freedom. I have known several 
parents, both fathers and mothers, whose management 
of their families has answered this description, and has 
displayed a striking example of the facile complacency 
with which a number of persons of different ages and 
dispositions will yield to the decisions of a firm mind, 
acting on an equitable and enlightened system ." * But 
while we do justice to this great and most effectual qual- 
ity, it must never be forgotten that decision, when un- 
tempered by affection and uhpoised by a wise, consider- 
ate, generous estimate of the rights of others, too quickly 
degenerates into sternness and severity. 

And is not authority often converted into an instru- 
ment of evil, rather than of good, by being exerted for 
self -gratification, from temper, from impulse, and some- 



* Foster's u Essay on Decision of Character." 



22 HINTS ON EARLY EDUCATION. 

I-- 

times from that love of rule which closely borders upon 
tyranny ? 

What is more common, too, than a frequent, weak, 
irritating exercise of power, which teases the child and 
frets his temper, while it rarely commands his obedi- 
ence ? 

A nurse forbids a child to meddle with the pen and 
ink with which he is playing, but he goes on, as if deaf 
to her voice. She repeats her prohibition in a louder 
and more peevish tone : a Don't do so, I will tell your 
papa ; I shall punish you if you go on." The child 
obeys, perhaps, for a minute ; but having often heard the 
like threats, and as rarely found them executed, he soon 
creeps to the table, and again lays hold of the forbidden 
objects. 

The nurse complains how unmanageable are her chil- 
dren, little supposing that she herself is the cause. 

She should, in the first instance, with kindness and 
decision, have told the child that she forbade his playing 
with ink and pens, and, therefore, that it must not bo 
done. Should more be necessary, let her add, that in 
case of his once again transgressing, she shall be obliged 
to send him out of the room or to take him to his papa. 

The absolitte necessity of executing these threats has 
already been remarked. 

When the child sees his attendant rise to do it, he w T ill 
very often then relent, and then submit, promising to 
repeat his offence no more ; but this should make no 
difference ; it would be merely adding to future trouble 
and to future disobedience — oar word once passed must 
not he broken. 

Also, if a child be fretting or crying, it will little avail 
to say that he is naughty, and to order him many times 
to be still. Eather let him be told that if in five minutes 



AUTHORITY A^D OBEDIEKGE. 23 

(for we should allow liim time to recover himself) he is 
not perfectly quiet he must be removed from the table 
or sent into the next room. 

In such cases it is of comparatively little use to 
threaten punishment generally — we should always state 
the particular privation which we mean to impose. 

It is the result of experience that authority is to be 
established rather by actions than words. What is vul- 
garly called scolding is altogether unnecessary ; the gov- 
ernment of the tongue is therefore essential to those 
engaged in the business of education. In mind and 
action we should be firm ; in manner mild and quiet. 
It is a common mistake to talk too much, to make too 
much noise in managing children — a multiplicity of 
words, complaints, encouragements, rebukes, threats — ■ 
but nothing done, nothing effected, when probably one 
decided action would have accomplished the object with- 
out further trouble. 

For example : a child gives way to temper and passion- 
ate crying at his morning dressing ; the nurse prolongs 
the evil and adds to the noise by her upbraidings and 
persuasions, which at the moment of irritation of course 
avail nothing. She had better be silent at the time, 
calmly pursuing her usual course, and at breakfast, 
should her mistress approve it, the offender may be de- 
prived of some little indulgence which the other children 
are enjoying. Only let her take care to do this with 
kindness, explaining the reason of her conduct, but not 
upbraiding him with his fault ; assuring him of the pain 
it gives her to deprive him of any gratification, and of 
the pleasure she will feel in bestowing the same upon 
him when his behavior shall deserve it. This mode of 
proceeding will effect more than an abundant repetition 
of mere admonitions and rebukes. 



24 HINTS ON EA11LY EDUCATION. 

So also, if a child behave unusually well or obtain 
some victory over himself, encouragement will leave a 
more beneficial and more lasting impression if, instead 
of saying anything to him at the time, we take an early 
opportunity of bestowing some favor upon him, remind- 
ing him of the cause of this indulgence, and then ex- 
pressing our approbation of his conduct. 

With children, a vigilant superintendence is required, 
but not a frequent interference. 

The object of education " is to preserve them from 
evil, not from childishness." 

We should, therefore, be very lenient to those errors 
which are more u the defects of the age than of the in- 
dividual," and which time, there is little doubt, will 
remove, reserving our authority to be exercised with the 
more effect on important occasions — such occasions as 
bear upon fundamental principles and moral habits. 

Children must and should be children still, and it is 
our duty to sympathize with them as such : to impose 
upon them no unnecessary restraint, to grant them every 
harmless gratification, and, as far as possible, to promote 
their truest enjoyment, remembering that although the 
day is often cloudy, yet it is mercifully ordered that the 
dawn of life should be bright and happy, unless by mis- 
management it be rendered otherwise. 

It may, at first sight, appear inconsistent with what 
has been just said, strongly to recommend that the will 
be effectually subjected in very early childhood. This 
object must be obtained, if we would proceed in the 
business of education with comfort or ensure the wel- 
fare and happiness of our children. A portion of stricter 
discipline may, for a time, be required ; but discipline, 
let it ever be remembered, is perfectly compatible with 
the tenderest sympathy and the most affectionate kind- 



AUTHORITY A2sD OBEDIENCE. 25 

ness. Many persons who allow themselves to treat chil- 
dren, during their earliest years, merely as playthings, 
humoring their caprices and sacrificing to present fancies 
their future welfare, when the charm of infancy is past 
commence a system of restraint and severity, and betray 
displeasure and irritability at the very defects of which 
they have themselves laid the foundation. But if au- 
thority has been thoroughly established in the beginning 
of life, we shall have it the more in our power to grant 
liberty and indulgence, and to exercise a genial influence 
over our children when their feelings are ripening, and 
when their affection and confidence toward their parents 
are of increasing importance. Amid the various ob- 
jects of education the cultivation of confidential habits is 
too often overlooked, even by affectionate and attentive 
parents. They are, perhaps, obeyed, respected, and be- 
loved ; but these are not sufficient. If, in addition, a 
parent can be to her children the familiar friend, the 
unreserved confidant, the sympathizing partner in their 
joys' and sorrows, hopes and disappointments, a hold on 
the mind is obtained which will continue when authority 
ceases, and will prove a safeguard through the most 
critical period of life. 

It is important in the management of children to 
make but few rules, and to be unalterably firm in en- 
forcing those which are made ; to give no needless com- 
mands, but to see that those given are strictly obeyed. 
We should also be cautious of employing authority on 
occasions in which it is likely to be exerted in vain, or 
of commanding what we cannot enforce. If, for ex- 
ample, we desire a child to bring a book, and he refuse, 
we can clasp the book in his hand, and oblige him to 
deliver it. But if we have imprudently declared that 



26 HINTS ON EARLY EDUCATION. 

lie shall not dine or walk till he has repeated a poem or 
spoken a particular sentence, should he choose to resist, 
we cannot compel him ; and this affords an obstinate 
child the opportunity for obtaining a victory over those 
to whom he ought to submit. 

There are cases in which children, without any ill- 
intention, are unable to obey ; and in these, also, they 
should not be commanded. Of this, personal tricks are 
an example : — " My dear, don't bite your nails," may be 
repeated a dozen times in the course of a lesson ; but 
such is the force of habit, that the hand still involuntarily 
finds its way to the mouth. If we are determined to 
overcome the propensity, it must be done by some ex- 
ternal restraint, as by fastening the hand in a glove, etc., 
not by commands, which, as they cannot be obeyed, 
serve only to impair the habit of ready obedience. 

It is the part of wisdom, as far as possible, so to exer- 
cise authority that it should be considered as inviolable, 
never to be disobeyed or contemned with impunity. 

The restraint of the tongue, which has before been 
mentioned as necessary to those who educate, is one of 
the most important habits to be enforced also upon chil- 
dren themselves, and is^ a great security to proper sub- 
mission under authority, forming no small part of that 
self-subjection which is essential to true discipline. Im- 
pertinent and disrespectful language is not to be allowed ; 
for this once admitted, it is the certain harbinger of 
actual insubordination and a train of other evils. 



REWARDS AND PUNISHMENTS, PRAISE 
AND BLAME. 

Rewards and punishments, praise and blame, are the 
main supports of authority, and its effect will greatly de- 
pend on our dispensing these with wisdom and caution. 

A very frequent recourse to -rewards does but lessen 
their effect and weaken the mind, by accustoming it to 
an unnecessary stimulus, while punishment too freely 
administered will fret the temper or, which is worse, 
break the spirit. 

Locke remarks that " those children who are the 
most chastised rarely prove the best men ; and that pun- 
ishment, if it be not productive of good, will certainly 
be the cause of much injury." 

It is better, therefore, if possible, to effect our pur- 
poses by encouragement and rewards rather than correc- 
tion. But if this be impracticable, we should still keep 
in view that punishment being in itself an evil, and in- 
tended simply to deter from what is wrong, and to in- 
duce submission and penitence, ought never to be ex- 
tended beyond what is absolutely necessary to secure 
these objects, and unless inflicted by parents, or those 
who are possessed of the first authority, should be of the 
mildest and least alarming character. 

Not only the rod, but severe reproaches, rough hand- 
ling, tying to bed-posts, the hasty slap, the dark closet, 
and everything that might terrify the imagination, are 
to be excluded from the nursery. If a nurse be under 
the necessity of punishing a child, she may confine him 
for a time in a light room, remove him from table, or 



28 HIKTS OIST EARLY EDUCATION". 

allow him simply to suffer the natural consequences of 
his offence. If he intentionally hurt his brother with a 
whip, the whip must for a time be taken from him. 
If he betray impatience and selfishness at table, let him 
be served the last, and with the least indulgence. Such 
gentle measures, administered with decision, will gener- 
ally succeed ; for it is much more the certainty and im- 
mediate execution than the severity of punishment that 
will avail. A child who is sure of being confined a 
quarter of an hour if he strike his companion, is less 
likely to commit the offence than another who has only 
the apprehension that he may be detained an hour ; for 
the hope of escaping with impunity adds no little force 
to temptation. Correction, also, is not to be unneces- 
sarily delayed or prolonged. Delay renders it less effec- 
tual and more trying to the temper ; while any needless 
continuance, in every way increases the evils, and lessens 
the benefits which might result from it. 

There is much in education to be done by watching 
our opportunities, by acting at the right season. With 
most children there is an era, and this often takes place 
as they are emerging from babyhood, in which a struggle 
is made for the mastery, in which it is to be decided 
who is to rule, the child or those who are placed over 
him. At such a juncture, in order to determine the 
matter and firmly to establish authority, it will be neces- 
sary to employ vigorous measures, and to suppress the 
first risings of a rebellious and disobedient spirit by pun- 
ishment, decisive and repeated, till submission on the 
part of a child, and victory on that of the parent, are 
completely secured.* So great is the importance of 



* Although the use of the rod is most strictly to be prohibited to 
those who possess only secondary authority, yet, with some few chil- 



REWARDS AND PUNISHMENTS, PRAISE AXD BLAME. 29 

these contests, so great the difficulty of carrying them 
on with the temper, and the union of firmness and affec- 
tion which they require, that it is desirable they should 
be conducted only by a parent. Punishment is more 
often to be inflicted simply as the consequence of a fault, 
and not with the idea that it must be prolonged till the 
particular action required has been performed, 

A child is desired, for instance, to put up his play- 
things, and he refuses with so much self-will that his 
attendant cannot overlook it, and is under the necessity 
of telling him that he must be confined in the next room 
for a quarter of an hour ; but let her beware of adding 
that there he shall stay till he will put them up. This 
would serve merely to engage in the combat his pride 
and his obstinacy. At the end of the quarter of an hour 
she should release him from his imprisonment, without 
waiting to make condition for his future obedience. 

It has been said, indeed, that submission on the part 
of the offender is the object of punishment, and such 
submission as may entitle him to receive complete for- 
giveness. When a child has been corrected, we should 



dren, a parent may find it necessary to employ corporal punishment, 
in order to establish the habit of obedience, or effectually to subdue 
a propensity to falsehood, or to any other glaring breach of moral 
principle. Under such circumstances corporal punishment may be 
very efficacious ; but to render it so, or rather to prevent its becom- 
ing a dangerous evil, it must be resorted to only as a last resource on 
every important occasion, and administered as a chastisement of the 
most serious nature, with decision, perfect serenity of temper, and 
affection toward the offender. 

It will also be found that corporal punishment, if necessary at all, 
will be most useful in the early stages of childhood ; every advancing 
year, as it should add to a child's generosity of feeling and sense of 
honor, increases the serious disadvantages which attend this mode of 
correction. 



30 HINTS ON EARLY EDUCATION. 

not rest satisfied till this object has been attained ; but 
it is not in all cases, to be expected, either during the 
continuance of the punishment or immediately after- 
ward. 

A well-trained child, if affectionately admonished after 
correction is over, not being irritated at the idea that it 
may be continued, will generally yield at once ; but it 
is not to be considered necessary to put this always to 
the proof. He has committed a fault, and has suffered 
the consequences. Here it is often wisest to leave the 
affair for the time, choosing the earliest favorable oppor- 
tunity, when he has more perfectly recovered himself, 
for receiving his submission, and assuring him of for- 
giveness. 

If his attendant have conducted herself in the right 
spirit, he will have felt the force of her correction, 
though he may not have shown it at the time. The 
next day, if she desire him to put up his playthings, he 
will, pretty certainly, obey with more than common 
alacrity. 

When a child has been punished, he should be restored 
as soon as possible to favor ; and when he has received 
forgiveness, treated as if nothing had happened. He 
may be affectionately reminded of his fault in private, 
as a warning for the future ; but, after peace has been 
made, to upbraid him with it, especially in the presence 
of others, is almost a breach of honor, and certainly a 
great unkindness. Under any circumstances, to reproach 
children in company is equally useless and painful to 
them, and is generally done from irritability of temper, 
with little view to their profit. 

We are to remember that shame will not effectually 
deter children from what is wrong ; and that in employ- 
ing it too much as an instrument of education, we have 



REWARDS AND PUNISHMENTS, PRAISE AND BLAME. 31 

reason to apprehend we may lead them to act from the 
fear of man, rather than from that of God. Every- 
thing, too, which may in the least injure the characters 
of children is to be strictly avoided. To have the name 
of a naughty child w T ill produce so disheartening an effect 
upon the mind that the ill-consequences may probably 
be felt through life. It is on this account desirable that 
tutors, governesses, and nurses, be cautious of enlarging 
upon the faults of those under their care to any but the 
parents. 

Blame, and even praise, are to be dispensed with 
nearly as much caution as punishments and rewards ; 
for a child may be called ' c good, " " naughty, " " trouble- 
some," "kind," or u unkind," till either his temper 
will be kept in continual irritation or he will listen with 
perfect indifference. 

A child must not be punished or reproved from the 
impulse of temper ; we may regulate his actions, but we 
cannot tope to subdue his will or improve his disposi- 
tion by a display of our own wilfulness and irritability, 
for our example will more than counteract the good 
effects of our correction. If irritated, we should wait 
till we are cool before we inflict punishment, and then 
do it as a duty, in exact proportion to the real faultiness 
of the offender, not to the degree of vexation he has 
occasioned ourselves. A child should be praised, re- 
proved, rewarded, and corrected not according to the 
consequences, but according to the motives of his actions 
— solely with reference to the right or wrong intention 
which has influenced him. 

Children, therefore, should not be punished for mere 
accidents, but mildly warned against similar carelessness 
in future. Whereas some people show much greater 
displeasure with a child for accidentally overthrowing 



32 HINTS OK EARLY EDUCATION. 

the table or breaking a piece of china than for telling 
an untruth ; or if he hang his head, and will not show 
off in company, he is more blamed than for selfishness 
in the nursery. But does not such treatment arise from 
preferring our own gratification to the good of the child ? 
And can we hope, by thus doing, to improve him in the 
government of his temper or to instruct him in the true 
standard of right and wrong ? 

Punishment administered in anger is no longer the 
discipline of love, but bears too much the character of 
revenging an injury, and will certainly excite in the suf- 
ferer a corresponding temper of mind. From fear, in- 
deed, he may yield externally, but the feelings of his 
heart would lead him to resentment rather than to peni- 
tence and submission. And let it never be forgotten, 
that if we desire to perform our duties to children, it is 
not to their outward conduct, but to the heart, that we 
must direct our chief attention. 

To punish with effect requires decision, and sometimes 
courage. If, in addition to this, our punishments carry 
with them the stamp of love ; if they are inflicted with 
an undisturbed serenity of temper, with a simple view 
to the good of the offender, u .not for our pleasure, but 
his profit," they will rarely fail in accomplishing the 
intended purpose ; for children have a quick sense of the 
motives that influence us, and their hearts are not unfre- 
quently as much softened and their affections as power- 
fully called forth by such correction, as by the most 
gratifying rewards that could be bestowed upon them. 



TEMPER. 

Ok no part of the character has education more influ- 
ence than on the temper, the due regulation of which 
is an object of great importance to the enjoyment of the 
present life and to the preparation for a better. 

An authority such as has been described, firm, but 
affectionate ; decided, yet mild ; imposing no unneces- 
sary restraints, but encouraging every innocent freedom 
and gratification, exercised according to the dictates of 
judgment, and supported by rewards and punishment 
judiciously dispensed, is the best means of securing good 
temper in our children, and evinces that self-subjection 
on our part which is essential to its successful cultiva- 
tion on theirs. This, at once, will put an end to those 
impulses of temper in ourselves, which are the most 
fruitful sources of irritation to others ; for it is surpris- 
ing how quickly our own irritability will be reflected in 
the little ones around us. Speak to a child in a fretful 
manner, and we shall generally find that his manner par- 
takes of the same character. We may reprove ; we may 
punish ; we may enforce obedience ; but all will be done 
with double the effect, if our own temper remain per- 
fectly unruffled ; for what benefit can reasonably be ex- 
pected, when we recommend that by our injunctions, 
which we renounce by our example ? 

The variations and inconsistency to which characters 
of impulse are also liable are particularly trying to chil- 
dren. There are few tempers that can resist the effect 
of being sharply reproved at one time, for what, at an- 



34 HINTS ON EARLY EDUCATION. 

other, is passed over without notice ; of being treated one 
day with excessive indulgence, and the next with fret- 
fulness and severity. 

We all have our weak and irritable moments ; we may 
experience many changes of temper and feeling ; but let 
us beware of betraying such variations in our outward 
conduct, if we value the good temper and respect of our 
children ; for these we have no right to expect on their 
part, without consistency on ours. 

If a fault be glaring, it must be seriously taken up ; 
but in the management of the temper, especially in early 
childhood, much may be effected by a system of pre- 
vention. A judicious attendant may avert many an im- 
pending naughty fit by change of object, gentle amuse- 
ment, and redoubled care to put no temptation in the 
way, if she observe any of her little ones weary, uncom- 
fortable, or irritable. This, for instance, will generally 
be the case with children when they first awake. They 
should, therefore, then be treated with more than com- 
mon tenderness ; never roused from sleep suddenly or 
violently ; nor exposed to any little trials till they have 
had time thoroughly to .recover themselves. It is 
scarcely necessary to add, how peculiarly this tender 
consideration is required not only in illness, but under 
the various lesser indispositions so frequent in infancy. 

Children ought not to be unnecessarily thwarted in 
their objects, which at a very early age they pursue 
with eagerness. Let them, if possible, complete their 
projects without interruption. A child, for example, 
before he can speak is trotting after a ball ; the nurse 
snatches him up at the moment to be washed and 
dressed, and the poor child throws himself into a violent 
passion ; whereas, had she first entered into his views, 
kindly assisted him in gaining his object, and then gently 



TEMPEK. 35 

taken him up, this trial would have been spared and his 
temper uninjured. 

"We should avoid keeping children in suspense, which 
is often done from a kind motive, though with very ill 
effect. If a child ask his nurse for a cake, and she can 
give it him, let her tell him so at once, and assure him 
that he shall have it ; but should she be unable to grant 
his request, or know it would be improper for him, do 
not let her hesitate ; do not let her say, " I will think 
of it — we shall see," but kindly and decidedly refuse 
him. 

If he sees his mother going out, and petitions to ac- 
company her, it will be better she should say " No" 
or " Yes" at once ; for he will receive with ease an im- 
mediate but kind refusal, when probably he would cry 
bitterly at a denial, after his expectations had been raised 
by suspense. 

When a child is to go to bed, we ought not to fret 
him for the last half hour by saying every few minutes, 
" I shall soon send you to bed — Now, my dear, it is time 
to go — Now, I hope you will go ;" but let him be told 
that, at such a time, he is to go to bed, and when that 
time arrives, no common excuse should prevent it. 

We ought also to be guarded against attaching too 
much importance to trifles ; from this mistake many an 
useless combat arises in most nurseries. How often have 
I observed a nurse more disturbed, and a child more 
alarmed and fretted, at a torn or dirty frock, than at a 
breach of truth or a want of generosity ! Here the 
lesser good is preferred to the greater, and the primary 
object of education forgotten.* 



* It is much to be regretted that dress is thus often made the sub- 
ject of dispute and irritation. Personal cleanliness is indeed indis- 



36 HINTS ON EARLY EDUCATION. 

By such measures as have been recommended, accom- 
panied by a quick sympathy with the peculiar characters 
and peculiar infirmities of children, much may be done 
toward forming among them a habit of good temper. 
But such is the irritability both of the mental and bodily 
constitution in childhood, that with our best efforts, we 
must not expect unvarying success. 

From some hidden cause, generally to be traced to 
their bodily state, many children, perhaps all occasion- 
ally, are prone to a certain fretfulness, or irritability, 
which will baffle every attempt to overcome it, and 
which, therefore, is rather to be borne with than opposed 
— never to be humored, but to be received with unmoved 
serenity and patience. In such cases there appears to 
be no other method of proceeding. This, indeed, calls 
for great patience ; but without great patience who can 
perform the duties required toward children ? 



pensable ; and children, whether it tease them or not, must be thor- 
oughly washed. But their clothes should be so contrived ag not to 
interfere with their freedom and enjoyment or to require any degree 
of attention. It is desirable to keep them as neat as the case admits 
of ; but to do this, a nurse mast take care that neither her own tem- 
per nor theirs is sacrificed. 



JUSTICE. 

" Impartiality is the life of justice, as justice is of all 
good government. " It is necessary diligently to enforce 
upon children principles of strict justice, and invariabiy 
to act upon them ourselves. ¥e must have no partiali- 
ties, but give to every one his due ; to the elder as much 
as to the younger (in this a deficiency may often be 
observed) ; to the unattractive as well as to the more 
pleasing ; each according to his desert, and not accord- 
ing to our own particular feelings. " On every occasion 
our decisions are to be regulated, not by the person, but 
by the cause. ' ' "We are not to infringe upon the rights 
of children, remembering that their feelings are a coun- 
terpart of our own, and that human nature is the same 
at every age. It is, therefore, a great though very com- 
mon error to suppose that because they are placed 
under our power, we are not bound by the same laws of 
justice and honor in our dealings with them, as with our 
equals. It is a well-known remark, that " the greatest 
respect is due to children," and this is especially to be 
manifested in a conscientious regard to their just and 
natural claims. We should hold their little property as 
more sacred than our own, and insist upon the same 
principle in their conduct toward each other, not allow- 
ing one child to use the playthings of his brother, espe- 
cially in his absence, without his express consent ; teach- 
ing them the true import of " thine and mine,-' and 
making it a point of honor to consider the rights of 
others as they would their own. 



38 HINTS ON EARLY EDUCATION. 

Children ought not to be obliged to give and lend ; 
this is a very frequent mistake. One of them, for ex- 
ample, is eating a cake, and the infant cries for it ; the 
nurse begs for a piece in vain ; and, irritated by the 
unkindness of the one and the cries of the other, she 
hastily breaks the cake,, and gratifies the desires of the 
younger by seizing the property of the elder. The 
latter feels himself injured ; his anger is excited toward 
his oppressor, and his kindly feelings toward his brother 
impaired ; while the former is strengthened in the idea 
that by crying and impatience he shall obtain the grati- 
fication of his wishes. Or, an elder child has a cart ; he 
has played with it till he is tired ; the younger begs for 
the use of it ; the elder peremptorily refuses. The 
nurse persuades ; she complains, urges, and remonstrates, 
till she obtains a reluctant consent ; or, if not, seizes 
the cart, and gives it to the younger. Here the law of 
justice is broken, and the rights of the elder child are 
violated. It is true, he was unkind and unobliging ; but 
the cart and the cake were his own ; and by taking 
them from him, without his free and full consent, we 
shall not teach him generosity, but injustice. 



HARMONY, GENEROSITY, ETC. 

Thoroughly to establish the principles of strict justice 
in the conduct of those who rule, and in that of the chil- 
dren, one toward another, is the grand means of securing 
the peace and good order of a nursery, and the only sure 
groundwork of harmony, mutual generosity, and, conse- 
quently, of love. The apprehension, lest his property 
should be extorted from him, the fear of having his 
own rights, in any way, infringed, the suspicion that 
he may not receive his due— render a child irritable and 
contentious ; while the certainty that he shall himself 
be treated with entire justice and impartiality satisfies 
his mind, composes his spirit, and prepares him to im- 
part with liberality what he knows is altogether in his 
power. At the same time, the habit of nice attention, 
on his part, to the rights of others, teaches him the in- 
valuable lesson of subduing his desires and of expecting 
limits to his individual gratification. Thus the principle 
of justice, brought into full effect, cuts off the main 
sources of dispute and contention, prepares the way for 
a free and liberal spirit, is the surest preservative against 
an envious, suspicious temper, and is the first step tow- 
ard overcoming that selfishness which is the prevailing 
evil of the .human heart. This evil must be carefully 
watched and perseveringly counteracted, especially by 
guarding against it in our own hearts and behavior ; for, 
let it be remembered that generosity and affection are 
virtues which, from their nature, do not admit of being 
enforced by authority. We must not attempt to com- 



40 HINTS ON EARLY EDUCATION. 

mand them ; nor should we upbraid children for the 
want of them, even toward ourselves, though we may do 
much to promote their growth by this strict adherence to 
justice, by influence, instruction, and a judicious im- 
provement of those natural feelings of kindness which 
almost all children occasionally display. There are few 
who will not discover emotions of sympathy and pity at 
the sight of any sorrow or suffering, which they under- 
stand to be such ; and these are the occasions for awaken- 
ing their benevolence and compassion, not only toward 
their fellow-creatures, but to every living thing. We 
should be particularly careful to lose no such opportunity 
of cultivating this tenderness of feeling among them- 
selves. If one of the little flock be ill or in pain, the 
others will generally show an interest and sympathy — 
a desire to comfort and please him, which should be 
carefully cherished. The affections of elder children are 
also often called forth in a lively manner toward the 
younger. Now, although their attentions to the little 
one may, at times, be troublesome to the attendant, she 
ought not hastily to suppress them ; rather let her com- 
mend the younger to the care and protection of the 
elder, ever bearing in mind the importance of nurturing 
that family affection, so invaluable in the progress of 
life, and of which the foundation is generally laid within 
the first ten years of childhood. 

Elder children are, on the contrary, sometimes inclined 
to tease and domineer over the younger, though it is 
commonly those who have themselves been treated with 
tyranny that are most disposed, in their turn, to become 
tyrants. This inclination is ever to be repressed ; we 
are to point out the meanness, as well as the barbarity, 
of employing superior strength in oppressing or torment- 
ing the weak and the helpless ; and uniformly to mani- 



HARMOKY, GENEROSITY, ETC. 41 

fest our abhorrence of cruelty and tyranny, under what- 
ever form they may appear, even when exercised toward 
the most insignificant insect. Let the first appearances 
also of a revengeful disposition be especially guarded 
against, both in our children and in the conversation 
and conduct of those who are about them. If a child, 
in infancy, be encouraged to beat the table against which 
he has bruised- his head; if he be allowed to strike his 
brother, from whom he had received a blow ; if he hear 
the language of retaliation and mutual reproach among 
his attendants, can w r e be surprised if he display an 
irascible and vindictive temper as his will and his pas- 
sions are strengthened by age ? 

Although we are not to force upon children even the 
best instruction, nor urge them to an exertion of self- 
denial and benevolence, for which their minds are not 
ripe, yet we must remember the importance of raising 
their views, as they are able to bear it, to the Christian 
standard of relative goodness. We may gradually incul- 
cate the invaluable precepts, that we should forgive one 
another, as we hope ourselves to be forgiven ; that 
' ; blessed are the merciful, for they shall obtain mercy ;' ' 
that we are to do to others as we would have them do to 
us ; having compassion toward all ; being pitiful and 
courteous ; remembering the words of the Lord Jesus, 
that " it is more blessed to give than to receive." 

How many of the fairest opportunities will naturally 
present themselves, especially to a mother, when the 
hearts of her little ones are touched, not only of incul- 
cating these divine injunctions, but, which will still more 
avail, of tenderly infusing the spirit they breathe, by 
sympathy and influence ! Nor is it only the precepts of 
the New Testament which may assist us on these occa- 



42 HINTS ON EARLY EDUCATION. 

sions ; we have also to point out the example of Christ. 
We have to cultivate the habit of contemplating His char- 
acter, not only to be loved and admired as perfect in 
itself, but as a pattern for us, as the standard at which 
we are continually to be aiming, as that which is in- 
tended to produce the strongest effects upon our lives 
and affections. It is to be lamented that of this perfect 
pattern we make so little practical use, that it is so little 
brought to bear upon the daily conduct of life. No re- 
ligious instruction is better suited to the minds of chil- 
dren than that derived from the example of Christ, and 
no part of this example more calculated to touch their 
hearts than the compassion, the tenderness, the consid- 
eration of the wants and feelings of others, which He so 
perfectly displayed. 

Children may be easily trained to exercise kindness 
and liberality toward the poor ; they will experience a 
pleasure in relieving their wants. When old enough, 
the boys may be induced to save money, the girls to 
make clothes, for the poor families with whom they are 
personally acquainted. It is important that the habit of 
giving freely should be early established ; for the useful- 
ness of many characters is materially abridged through 
life from the want of this habit. With good and benev- 
olent intentions, they know not how to dispense liberally 
or how to open their hands freely. Mutual presents, if 
altogether voluntary, have also a happy tendency in pro- 
moting family affection and good- will. But in endeav- 
oring to foster liberality, it must never be forgotten that 
kindness is not to he forced. 

Children, as they advance in age, should be taught to 
distinguish between that true generosity which involves 
self-denial, and that which costs them nothing — between 
a generosity which springs from a desire of applause, 



HARMONY, GENEROSITY, ETC. 4 



o 



and that which is simply the result of benevolence and a 
sense of duty. 

It is desirable that the playthings, books, etc., of each 
child be marked with his own name ; this prevents many 
disputes, by facilitating that regard to individual prop- 
erty before recommended. When the division of any t 
common treat is left to the children themselves, it is a 
good regulation that the divider is always to expect the 
last choice himself, and that the absent are particularly 
to be remembered — the most liberal shares being re- 
served for them. 

These observations may appear unnecessarily minute ; 
but it is by little things that children acquire habits and 
learn to apply general principles. a Toa fond parent, 
who would not have his son corrected for a perverse 
trick, but excused it, saying it was a small matter, Solon 
wisely replied, ' Ay, but custom is a great one.' " 



FEARFULNESS AND FORTITUDE, 

In various characters fear assumes various forms. 
Some children who can brave an external danger will 
sink depressed at a reproof or sneer. It is our business 
to guard against the inroads of fear under every shape ; 
for it is an infirmity, if suffered to gain the ascendancy, 
most enslaving to the mind, and destructive of its 
strength and capability of enjoyment. At the same 
time, it is an infirmity so difficult to be overcome, and 
to which children are so excessively prone, that it may 
be doubted whether in any branch of education, more 
discretion or more skill is required. 

We have two objects to keep in view : the one, to 
secure our children from all unnecessary and imaginary 
fears ; the other, to inspire them with that strength of 
mind which may enable them to meet with patience and 
courage the real and unavoidable evils of life. 

For the first, there is no one who has contemplated 
the suffering occasioned through life by the prevalence 
of needless fears, imaginary terrors, and diseased nerves, 
but would most earnestly desire to preserve their chil- 
dren from these evils. To this end, they should be, as 
far as possible, guarded from everything likely to excite 
sadden alarm or to terrify the imagination. In very 
early childhood they ought not to be startled, even at 
play, by sudden noises or strange appearances. Ghost 
stories, extraordinary dreams, and all other gloomy and 
mysterious tales, must on no account be named in their 
presence ; nor must they hear histories of murders, rob- 



FEAUFULNESS AXD FORTITUDE. 45 

beries, sudden deaths, mad dogs, or terrible diseases. If 
any such occurrences are the subject of general conver- 
sation, let them at least be prohibited in the nursery. 
Nor is it of less importance that we should be cautious 
ourselves of betraying alarm at storms, a dread of the 
dark, or a fear and disgust at animals. The stricter vig- 
ilance in these respects is required, because by a casual 
indiscretion on our part, by leaving about an injudicious 
book, by one alarming story, by once yielding ourselves 
to an emotion of groundless terror, an impression may be 
made on the mind of a child that will continue for years, 
and materially counteract the effect of habitual watch- 
fulness. How cruel, then, purposely to excite false ter- 
rors in those under our care ; as by threatening them 
with " the black man who comes for naughty children," 
and " gypsies," " the snake in the well," etc. ! Not 
that children will be long deceived ; but when the black 
man and dreadful monster shall have lost their power, 
the effect on the imagination, a liability to nervous and 
undefined terrors, will continue ; and thus, for the tri- 
fling consideration of sparing ourselves a little present 
trouble, we entail upon those entrusted to us, suffering 
and imbecility of mind, which no subsequent efforts of 
their own may be able wholly to overcome. We have 
reason to hope that the particular expedients here re- 
ferred to are, in the present day, excluded from most 
nurseries ; but we may perhaps fall into similar errors 
under a more refined form — by exciting, for instance, an 
apprehension of immediate judgments from heaven, as 
the consequences of ill-conduct. But it is to be remem- 
bered that the attempt to touch the conscience or to 
enforce obedience by terrifying the imagination is, 
under every form, to be reprobated as altogether erro- 
neous and highly injurious. This mode of proceeding is, 



46 HINTS OJST EARLY EDUCATION. 

commonly, the resort of weakness and inexperience ; 
for authority, established on right principles, needs no 
such supports. Superstitious fears of every kind are the 
more to be dreaded and earnestly guarded against, be- 
cause so peculiarly apt to mingle themselves with re- 
ligion, to discolor that which in its own nature is full of 
attraction, and which, if not disguised or distorted by 
the imagination, would appear, as it is in truth, a reason- 
able and joyful service. 

Great care is required that children do not imbibe ter- 
rific and gloomy ideas of death ; nor should they incau- 
tiously be taken to funerals or allowed to see a corpse. 
It is desirable to dwell on the joys of the righteous in the 
presence of their Heavenly Father, freed from every pain 
and sorrow, rather than on the state and burial of the 
body — a subject very likely painfully to affect the im- 
agination. On this point books are often injudicious. 
It may be well to mention, as an instance, the Lines on 
a Snow- drop, in that useful and pleasing little work en- 
titled " Original Poems." * Here the poor little babe, 
doomed forever to the pit-hole, would leave a gloomy 
impression on the mind of any child of quick feeling 
and imagination ; it is therefore better to make a point 
of cutting out such passages from a nursery library. 

If children are naturally of a timid, nervous constitu- 
tion, or if, unfortunately, they have imbibed those fears 
from which we should wish to guard them, much may 
be done toward restoring them to a healthful tone of 
mind ; but it must be effected by more than common 



* The author has often regretted that, in making this observation, 
she did not at the same time express her sense of obligation to the 
authors of " Original Poems," " Nursery Khymes, and Hymns," hav- 
ing, for many years, experienced the value of these little books as 
sources of instruction and amusement in the nursery. 



TEARFULNESS AND FORTITUDE. 47 

skill, and by measures the most gentle and unperceived. 
Direct opposition, upbraiding a child for his cowardice, 
accusing him of fearing the dark, of believing in ghosts, 
etc., will but establish, or perhaps create, the very evils 
we desire to counteract. If a child dread the dark, he 
must on no account be forced into it, or left in bed 
against his will without a candle. We had better appear 
neither to see his weakness, nor consider it of impor- 
tance, and for a time silently yield to it, rather than 
notice or oppose it ; at the same time, losing no oppor- 
tunity of infusing a counteracting principle. He may 
very soon be tempted to join his bolder companions in a 
dark room at a game of play, or to hunt for sugar-plums, 
especially if his mother or nurse will join the sport till 
he become accustomed to it. Well-chosen stories, with- 
out any apparent reference to himself, may be related to 
him, displaying the good effects of courage, as opposed 
to the folly and ill-consequence of cowardice. As he 
advances in age and strength of mind, he will be able to 
profit by some reasoning on the subject. We may ani- 
mate him to overcome his fears by an exertion of his 
own, encouraging him by rewards and approbation ; but 
let the efforts which he makes be wholly voluntary, and 
not by constraint. 

It is not uncommon, with the idea of removing the 
groundless fears of children, to give them histories of 
strange, terrific, or perhaps ghost-like appearances, to 
be in the sequel cleared up and explained away. But 
experience will convince us that this is a very mistaken 
system ; for in childhood, the imagination is quick and 
retentive, but the reasoning powers are slow and weak. 
The alarming image and nervous impression may con- 
tinue, while the subsequent explanation and practical in- 
ference will most likely be forgotten. 



48 HINTS ON EAKLY EDUCATION. 

There are few more fruitful sources of fearfulness 
than mystery ; it is therefore a mistake to assume an air 
of concealment toward children — to speak in their pres- 
ence by hints, or in a suppressed voice on subjects un- 
suited to them. We are apt also to forget how many 
things are to them fearful and mysterious, which experi- 
ence has rendered to us familiar and simple. In the 
course of conversation, and amidst the common occur- 
rences of life, many things will strike the mind and even 
the senses of a child as strange and alarming, merely be- 
cause he understands them but by halves ; and this not 
unfrequently arises from the thoughtless manner in 
"which w T e are apt to speak before children of distressing 
circumstances, as of terrible diseases and other calami- 
ties. Such impressions, when perceived, ought neither 
to be ridiculed nor carelessly overlooked. We should 
endeavor to ascertain from what they proceed, and to 
state the subject in question in so simple and familiar a 
manner as may strip it of its alarming character. To 
succeed in this, it will be necessary to cultivate that 
quick penetration which readily understands the looks 
and manners of children, a language which often con- 
veys more than their words. . I had, a few weeks since, 
an example of this with a little boy of my own, about 
five years old. He was walking with me in the dusk of 
the evening ; as we passed one corner of the garden I 
found my hand squeezed more tightly and an inclination 
to cling to my side, but nothing was said ; in returning 
to this same spot, this was again and again repeated. I 
was certain it must arise from an emotion of fear, though 
I could perceive nothing likely to produce it. I would 
not, however, pass it over, and at length induced my 
little companion to confess, " Mamma, I think I see 
under that bush an animal with very great ears "!" I 



FEAKFULXESS A^D FORTITUDE. 49 

immediately approached the object, gently persuading 
him to follow me, when we found to our amusement a 
large tin watering-pot, and u the very great ears 5 ' con- 
verted into the spout and handle. Had the squeeze of 
the hand been unheeded, a fearful association with the 
dark and with that spot in the garden would, there is 
little doubt, long have continued. 

In endeavoring to guard those under our care from 
fearfnlness^ we are not to forget the importance of in- 
spiring them with prudence. 

Fearfnlness does but embitter life with the useless 
dread of evils which cannot or may not happen ; pru- 
dence promotes our safety, by teaching us to use all rea- 
sonable precautions against positive evils. While, there- 
fore, we do our utmost to secure our children from use- 
less fears, we should strongly but coolly warn them 
against real dangers, as those from fire, water, etc. Al- 
though prudence and fearfnlness are sometimes con- 
founded, it is remarkable how often they act in direct 
opposition to each other, the coward being hurried by 
his groundless or imaginary terrors into actual dangers. 

" Fortitude," says Locke, " is not only essential as a 
Christian virtue in itself, but as a guard to every other 
virtue." 

Although, by securing our children from useless fears 
and alarming impressions we gain the first step toward 
the cultivation of courage and fortitude, yet this alone 
is not sufficient. If we would ensure the attainment of 
these excellent endowments, it will be necessary to in- 
fuse into our system of education a certain portion of 
resolution and hardihood. We must bear in mind that 
we have to train up those entrusted to us, not for a life 
of rewards, ease, and pleasure, but for a world in which 
they will meet with pain, sickness, danger, and sorrow ; 



50 HINTS ON EARLY EDUCATION. 

« 

that we are bringing them up, not only to be useful in 
the various engagements of this life, but chiefly to carry 
on that great work, the salvation of their souls, in which 
fortitude and self-denial are essential. 

Although we cannot be too careful to promote the 
happiness of children — an object surely too often neg- 
lected in education — yet do we not defeat our purpose, 
in proportion as we unfit them for the life upon which 
they are entering, by too tender and enervating a sys- 
tem ? By so doing, we increase their sensibility to pain, 
while we add nothing to their sources of true enjoyment. 
It is the path of wisdom to steer between opposite evils, 
avoiding on the one hand every appearance of unkind- 
ness, or a want of feeling and sympathy ; on the other, 
a fostering to excess an over-indulgence, a morbid 
anxiety and sensibility. " We should distinguish be- 
tween the wants of nature and caprice," bringing up 
our children as little dependent as possible upon bodily 
indulgence and luxuries, accustoming them to the 
plainest food, to hard beds, airy rooms, and, as far as 
their constitutions will allow of it, to hardy habits. That 
tendency to self-indulgence, daintiness, and waste, so 
often to be observed in those who are living in the midst 
of affluence, is to be carefully repressed in early life. 
Something, perhaps, may be done toward this important 
end by positive restraints ; but how much more effect- 
ually shall we accomplish our purpose, if we can form 
such habits and establish such principles as will lead 
children to deny themselves ! Nor will it be difficult to 
represent to them that a lavish and intemperate use of 
the gifts of our Heavenly Father is a species of ingrati- 
tude to Him, and of injustice to those of our fellow- 
creatures who need the blessings so abundantly bestowed 
upon us. 



FEARFULNESS AND FORTITUDE. 51 

We should endeavor to furnish children with a shield 
against the lesser pains, the daily portion of vexation 
and disappointment, from which even the happiest child- 
hood is not exempt, and thus to prepare them for the 
more serious trials of advanced life. We must beware 
of giving heed to the language of murmuring or discon- 
tent, " cheering but not bemoaning them" under their 
little misfortunes, and especially discouraging the habit 
of crying and fretting on every slight accident and pass- 
ing pain ; for such a habit induces effeminacy of charac- 
ter, and the self-government required to suppress com- 
plaints and teurs is strengthening to the mind, and cal- 
culated to lead on, by lesser victories, to nobler efforts 
hereafter. 

When children are sick or in pain, while doing our 
utmost to relieve, to solace, and to divert them, it is yet 
necessary for their sokes, hard as it may be to ourselves, 
to mingle resolution with our tenderness ; for if, by an 
excess of indulgence, by too great a display of sympathy, 
we w T eaken the mind or spoil the temper, in that propor- 
tion we add to their sufferings ; and I believe it will 
generally be found, as I was convinced myself by the 
painful experience of many months, that some discipline, 
combined ivith the tenderest attentions, is as necessary 
for the comfort of children in sickness as in health. It 
is also of importance early to encourage them to submit 
with resolution to the necessary infliction of painful 
remedies, and to think lightly of them, as tooth-draw- 
ing, taking medicine, and using other means, which often 
form a considerable part of the trial of sickness. 

In bringing up children at home, care is required that 
they should not imbibe a sense of self-importance and 
personal superiority. In domestic families, secluded 
from general society, this is by no means an unf rcquent 



52 HINTS ON EARLY EDUCATION. 

evil. The little ones, being in fact the primary object 
to their parents, imperceptibly catch the feeling, and 
are discomposed when put out of their own way or 
thrown into the background ; whereas an important 
branch of the hardihood of mind, so much to be desired 
in children, is that self -subjection which induces a readi- 
ness " to take the lowest place," and to yield their own 
inclinations for the accommodation of their superiors. 
The hourly exercise of self-denial and the necessity of 
considering the interests of others, which arise from liv- 
ing in a community, greatly promote this invaluable 
temper; and if all education require u sound wisdom 
and discretion," a double portion is needed with a single 
child. 

We shall succeed in the early cultivation of fortitude 
and patience, chiefly by influence and the careful forma- 
tion of habits. There are certain principles, however, 
relating to the subjects before us, not to be prematurely 
brought forward, but ever to be kept in view ; thor- 
oughly to be established in our own minds, and strongly 
impressed upon those of our children, as their powers 
strengthen and opportunities offer. These are the prin- 
ciples of overcoming self, of struggling against natural 
infirmities, of enduring present pain for the sake of 
future good, and still more, of humble submission to 
the will of God, receiving, as from the hand of a gra- 
cious Father, not only our many comforts and blessings, 
but the portion of sorrow and disappointment which He 
sees meet to dispense to us for our good. When incul- 
cating principles, we shall find it a great assistance with 
children, to enforce them by examples, and to engage 
the feelings and imagination by interesting narratives 
which may illustrate our instructions and elevate the 
mind, Such, on the subject before us, are the stories 



FEARFULXESS AKD FORTITUDE. Do 

in " Evenings at Home," on " True Heroism," and 
ci Perseverance Against Fortune ;" many parts of " Sand- 
ford and Merton," and of " True Stories for Children ;" 
selections from the lives of eminent men, as of Howard, 
etc. ; from profane history, as the accounts of Regulus, 
of the citizens of Calais, etc.; from the characters of 
Scripture, as Abraham's and Eli's submission, Stephen's 
martyrdom ; and, above all, from the life and death of 
Him who set us a perfect " example, that we should 
follow His steps," whose history is indeed too sacred to 
be rendered common, but must be imparted to children 
as they are able to relish and to enter into it. 

I would venture to remind those engaged in the work 
of education, of the necessity of practising themselves 
that fortitude and patience which they are desirous of 
cultivating in their young charges. A mother espe- 
cially, and in her feelings an affectionate nurse will 
closely participate, is vulnerable at so many points ; the 
objects of her tenderest affection are exposed to so many 
diseases, so many hazards, that she may become the prey 
to endless fears, equally painful to herself and injurious 
to her children, without the habitual exercise of self- 
government and principle — a principle founded on the 
conviction that it is not in ourselves to preserve life and 
health ; that, with all our care and vigilance, it is com- 
paratively little we can do, and that, after taking every 
reasonable precaution, our only lasting resource is to 
commit ourselves and those nearest to us, to Him "in 
whom we live, and move, and have our being ;" who 
has numbered the very hairs of our head, and who suf- 
fers not even a sparrow to fall to the ground without 
Him. It is not sufficient barely to acknowledge these 
divine truths ; they must be " inwardly digested " and 



54 HINTS ON EARLY EDUCATION. 

formed into practical principles, to enable a tender parent 
to prepare her children for " the warfare of life" and 
to meet with composure and submission the vicissitudes 
and anxieties necessarily attendant on bringing up a 
family. Nor is the utter fruitlessness of excessive care 
to be forgotten ; such care, by enervating the mind and 
weakening the body, altogether defeats its own end, 
making way for the very evils it would guard against ; 
and what is more pitiable than the state of that child, 
who, having imbibed his mother's sensations, lives a 
prey to the continual dread of the common casualties of 
life? 

It may be well here to add a particular caution to 
nurses, who are too often inclined, in times of sickness 
and solicitude, to give way to their own feelings, and 
thus to unfit themselves for rendering the help and sup- 
port so much needed by the mother, as well as by their 
little patients. A tearful or melancholy countenance 
has in itself a depressing e2ect, and a steady cheerful 
temper of mind is almost as important a requisite in a 
nurse as tenderness and affection. Some minds are nat- 
urally endowed with such a portion of fortitude a3 
enables them to meet with comparative ease the rough- 
nesses and trials of life ; but, with most of us, so inval- 
uable an attainment is to be acquired only by diligent 
cultivation, by little and little, by many efforts and 
daily practice, by previous preparation and habit of 
mind, rather than by a sudden effort at the moment of 
trial. It is a remark of no small moment, that ' ' health 
should be the preparation for sickness, and prosperity 
for adversity." We should labor, therefore, to acquire 
an habitual composure, self-possession, and presence of 
mind, and, as far as possible, to impart the same to our 
children ; to be always quiet, quick in applying the» 



FEARFULNESS AND FORTITUDE. 55 

necessary remedies, not yielding to sudden alarms and 
agitations ; never indulging in the injurious habit of 
screaming, or uttering exclamations on the various acci- 
dents of a nursery; nor urging as a plea for such fail- 
ures, a weakness of nerves. This, in the present day, is 
often brought forward as a cover for infirmities which 
are rather to be condemned, and resolutely overcome 
than palliated or indulged. 

It is desirable for parents, and those entrusted with 
the care of children, to instruct themselves in the best 
method of proceeding under the sudden diseases and 
dangers to which children are the most liable, as convul- 
sions, choking, wounds, profuse bleeding, accidents from 
fire, w r ater, etc. 



INDEPENDENCE. 

Connected with that strength of character, the culti- 
vation of which has been recommended, is independence. 
It will be of great advantage to children if they are early- 
induced to put forth their powers, to resort first to the 
resources within themselves, and, as far as possible, to 
obtain their objects by their own exertions. Such an 
exercise strengthens the faculties, and gradually prepares 
a child for acting alone ; while the habit of having 
everything done for him, of depending upon others for 
all his enjoyments, enervates the mind, and has a ten- 
dency to weaken the active powers. The " I can't," 
with which children are apt to reply to the commands 
given them, is rarely to be admitted. " I can't " is too 
often brought forward merely as an excuse for indolence 
or an apology for disobedience. Our pupils must learn 
that success depends upon resolute exertion ; and that, 
under certain limitations, it is a truth, that man can do 
what he chooses to do. This conviction, adopted as a 
practical principle, will be powerful in its effects, and 
will materially contribute to improve the capacities and 
augment the usefulness of any character.* Children 



* ' ' John Hunter, the celebrated surgeon, being asked by what 
methods he had contrived to succeed in all his various undertakings, 
answered : ' My rule is deliberately to consider, before I commence, 
whether the thing is practicable. If it be not practicable, I do not 
attempt it ; if it be practicable, I can accomplish it, if I give suffi- 
cient pains to it ; and having begun, I never stop till the thing is 
done. To this rule I owe all my success.' : ' 



INDEPENDENCE. 57 

will act with prudence, will employ and take care of 
themselves, very much in proportion as we lead them to 
do so ; w T e must manifest our confidence in them if we 
would render them worthy of it. Where can we find a 
being more helpless, more unable to contrive for him- 
self, to guard against danger, or to escape from it when 
it comes upon him, than a child who has been brought 
up by his mother's or his nurse's side, looking to her 
for every enjoyment, and feeling his safety to be wholly 
dependent on her care ? On the other hand, it may ex- 
cite surprise to observe how much good sense and self- 
possession children will display when early accustomed 
to depend upon themselves. This object, like every 
other connected with education, is not to be attained by 
great efforts, but gradually, and by gentle measures. 
We are not to impose upon children that which is. be- 
yond their strength or skill ; but we may lead them to 
take pleasure in accomplishing their objects without 
assistance, to feel it a point of honor to pursue them, 
notwithstanding some difficulties ; to extricate them- 
selves, to submit to trouble, and to surmount obstacles. 

As it is by the " neglect of beginnings" that bad 
habits are contracted, we should not overlook even those 
minor occurrences of life which early afford opportunities 
for inculcating a spirit of independence. For example : 
a little child runs to the door, impatiently turns and twists 
the handle, but cannot open it ; the nurse springs up and 
does it for him. But it would have been better had she 
kindly encouraged him to exert his own skill, and with 
the aid of her instructions, to effect his purpose. He 
may by degrees take care of, and put away, his own 
playthings, dress himself, etc. ; but in urging him to 
these little efforts, care will be required that we do not 
carry it so far as to make them too serious a business or 



58 HINTS OX EARLY EDUCATION. 

to try his temper. As he advances in age, let him in 
his walks climb the gate and hedge alone ; attend to his 
own garden ; saddle his own pony ; and, as far as he is 
able, find amusements for himself in his play hours. 
"When it can be done with safety, he may occasionally 
be entrusted with the care of a younger brother or sister. 
This has a tendency to endear children to each other ; 
the elder feels the younger to be under his particular 
protection, while the younger looks up to his brother for 
help and defence. By cultivating these sentiments, we 
may check the oppression, teasing, and consequently, 
disputes, so common between the elder and younger 
children of a family. 

It is not unfrequently the case that mothers and nuises 
are pleased by the unqualified dependence of those under 
their care, and, for self -gratification, encourage it at the 
expense of their children. They strive to retain their 
influence and to secure a selfish affection, by rendering 
their darlings helpless, and by fostering their babyish 
habits. But it is to be remembered that general inde- 
pendence and vigor of character are perfectly compatible 
with the dependence of affection. This, indeed, is an 
object of first-rate importance, and must necessarily 
spring out of that tenderest connection — the connection 
between a mother and her children ; it must be the 
result of those innumerable kindnesses, of that flow of 
love and sympathy which an affectionate and judicious 
mother cannot but uniformly display toward her chil- 
dren. Such a mother needs not the aid of a morbid de- 
pendence to retain her influence ; she has no occasion to 
nurture the infirmities of her children that she may 
strengthen their affection. It is to be desired that chil- 
dren should possess the greatest tenderness toward a 



INDEPENDENCE. 59 

mother, an enjoyment and delight in her society, a rev- 
erence for her opinions, and submission to her authority, 
combined with power to act alone and to pursue their 
independent objects with vigor and pleasure ; for it is 
necessary to all, but more especially to boys, that they 
should mingle strength with affection ; that they should 
be manly as well as tender, and be trained to help, as 
well as to be helped. 



INDUSTRY, PERSEVERANCE, AND ATTEN- 
TION. 

As idleness is the inlet to most other evils, so it is by 
industry that the powers of the mind are turned to good 
account. That so little is effected by most people, may 
be attributed much more to the waste and misapplication, 
than to the want, of natural powers ; and it will gener- 
ally be found that usefulness of character depends more 
upon diligence than anything else, if we except religious 
principle. It is therefore highly important to train up 
children to habits of industry, application, and persever- 
ance. They should early be made sensible of the infinite 
value of time ; they should be made to understand that 
no economy is so essential as the economy of time ; and 
that, as by squandering pence we are very soon deprived 
of pounds, so by wasting minutes we shall lose not only 
hours, but days and months. They ought not, there- 
fore, to be allowed to remain idle, ' ■ because it is not 
worthwhile" to undertake any employment ; for this is 
an excuse often brought forward during those intervals 
of time which occur in the course of almost every day. 
We are mistaken, if we suppose that industry is to be 
confined to lesson hours ; children may be as idle when 
at play as over their books ; w T e must, therefore, take care 
that the time devoted to relaxation be properly and hap- 
pily employed. The first dawnings of a listless, dissatis- 
fied disposition are to be checked ; such a propensity 
will lead a child to loll in his chair, to stretch on the 
ground, rather than trouble himself to join in the games 
of his more active companions ; it will lead him to seek 



ISTDUSTItY, PERSEVERANCE, AND ATTENTION. 61 

for amusement first in one thing, then in another, but 
to rest content with none. To counteract this tendency, 
it is necessary to supply children with pleasurable objects 
— varied, but not too numerous— and to encourage a 
vigorous and persevering pursuit of them. It is desir- 
able, if in the country, that they should have gardens of 
their own, tools, a pony, etc. ; and we shall find it an 
important advantage if we are able to inspire them with 
a taste for reading as an amusement. This will be pro- 
moted by the habit of buying and collecting books for 
themselves, each child enjoying the privilege of a little 
library of his own. 

One of the duties of a nurse is to employ her charges 
well in the absence of their parents. If, for example, 
she provide herself with paper, pencils, paints, little 
pictures, etc., to cut out and paste, as employment for 
wet days and winter evenings, many hours may be spent 
harmoniously and happily, which in an ill-regulated 
nursery would pass in idleness, and consequently, quar- 
relling and mischief. For children who are brought up 
in domestic and natural habits, it will not be difficult to 
find an abundant variety of wholesome and simple pleas- 
ures ; and we should carefully avoid exciting a desire for 
artificial amusements, which, if they produce no other 
ill-consequence, are, like all unnecessary stimulants, 
enervating in their effects, vitiating to the taste, and 
likely to abate the relish for more common and more 
valuable enjoyments. Among such objectionable amuse- 
ments are to be ranked those of the theatre, cards, and 
every species of infantine gaming."* 

We must endeavor to inspire children with the spirit 

* By " infantine gaming" it is intended to include only those 
games in which children play for money, or which, at least, may lead 
to their doing so at some future period, 



62 HINTS ON EARLY EDUCATION. 

inculcated in the following precept : " Whatsoever thy 
hand findeth to do, do it with thy might " (Eccles. 
9 : 10) ; to bring them gradually " to be a whole man to 
everything." This is an acquirement fraught with the 
most important advantages, though of very difficult at- 
tainment. So volatile is the mind during childhood, so 
averse to restraint, that it is only by very slow degrees 
the habits here recommended can be formed. We must 
not expect complete success with any children, and with 
some the difficulty will appear nearly insurmountable. 
Energy of mind, like power in mechanism, if once at- 
tained, may be directed and applied to a variety of ob- 
jects ; but the want of this energy — an indifference, a 
spiritlessness of character— is a defect most difficult to be 
overcome. Our ordinary resources are apt to fail with 
minds of this cast ; for with them the hope of obtaining 
a desired object, the wish for rewards, the love of repu- 
tation, and even a sense of duty, will readily yield to 
every difficulty, and rarely triumph over that aversion to 
labor, which, if suffered to prevail, has a tendency to 
undermine whatever is excellent or valuable. In the 
treatment of children of this character, a double portion 
of patience and perseverance is required, and, with all 
our efforts, we may appear to effect very little ; but that 
little will probably lead to more. We must observe their 
tastes, and, if possible, excite activity by presenting 
them with objects which particularly accord with their 
inclinations. We may sometimes, with those of good 
dispositions, accomplish our purpose by engaging their 
affections, and working upon love more than upon fear. 
It will also be especially necessary to guard against that 
deceit which is too often the consequence of indolence ; 
for a child habitually indolent will make it his object to 
get through every employment^ particularly his lessons. 



INDUSTRY, PERSEVERANCE, AND ATTENTION". 63 

> 

with as little trouble to himself as possible ; and the 
consciousness of his deficiencies — the consciousness of 
having failed in duty, will almost inevitably induce him. 
to take refuge in falsehood or mean excuses. We should, 
therefore, as far as possible, avoid trusting such children 
to learn their lessons alone ; for this will be exposing 
them to temptation. Let it be an object to give them 
employments which they cannot evade, from which 
there are no means of escaping ; something to be done, 
and not merely to be learned. For instance, it will be 
better to set them so manv lines to write, rather than to 
learn by heart. If tasks must be set, they should be 
made as short, as defined, as mechanical as possible, and 
learned in the presence of the teacher. To all children, 
perhaps, the rudiments of learning may be made easier 
by rendering them as mechanical as the subject admits 
of. It may be better not to tell a little child that he 
shall spell his lessons till he does it without a mistake, 
but to desire him to spell it so many times over, aloud 
and distinctly, as the business of the day. Children will 
also learn more readily when their lessons are regulated 
by established rules. If a child be uncertain how much 
he is to read, he will probably murmur when the portion 
is shown to him. Eather let it be fixed that, to read so 
much, to spell so many words so many times, etc., is to 
be the regular business of every day. He will then come 
with a prepared mind, which is as important to the suc- 
cess and good temper of children as of ourselves. On 
this account a daily perseverance in teaching and regular 
hours are necessary. The habit of omitting lessons on 
every slight excuse has an injurious effect ; and a child 
will come very unwillingly to be taught who, from his 
past experience, daily hopes that he may put off the task, 
or escape it altogether. 



64 HINTS OIS T EARLY EDUCATION". 

It ought to be our object that our pupils should ad- 
vance surely rather than rapidly. The most important 
advantage of lessons, of regular, daily lessons in child- 
hood, is this : that they afford us an excellent oppor- 
tunity of enforcing habits of self -subjection, diligence 
and attention, and an opportunity of cultivating a taste 
for intellectual pursuits. In the first ten years of life it 
is not the quantity of knowledge acquired, but the habit 
of learning well, that is of consequence. With very 
young children, however, even this principle is to be 
acted upon with moderation. It is a rule that such a 
portion should be read, spelled, etc.; and our object is to 
have this portion done well ; but we must be prepared 
for constant fluctuations in our little pupils. The fixed 
portion of business must, indeed, be done ; and if we 
perceive a spirit of self-will and disobedience, this must 
be corrected. But that our pupils will be at one time 
more industrious ; at another, less so ; at one time vigor- 
ous ; at another, listless ; at one time, quick ; at another, 
apparently slow and dull, must be expected ; it is the 
nature, the constitution of children. These changes are 
to be borne with unruffled patience and quietness, and 
expressions of displeasure carefully avoided ; for it is 
hurtful and utterly useless to upbraid children with dul- 
ness and inattention. Let us get through the lesson — 
get through it as well as w T e can ; and then, if the 
child display no positive naughtiness, leave it. The 
fixed portion of business being completed, the child is to 
be dismissed ; and there is little doubt we shall accom- 
plish more at some future period. 

But the self-love of parents and teachers is very apt to 
insinuate itself into this employment. We do not like 
that other children should read and write better than 
ours; we are mortified at not gaining the immediate 



INDUSTRY, PERSEVERANCE, AND ATTENTION. 65 

fruit of our labor — that the directions given to-day are 
not practised to-day. Our pupil seldom keeps pace with 
our impatience ; this irritates the temper, and brings 
down complaints and punishments upon the poor child, 
for defects which often arise more from a want of power 
than a want of will. Thus, so painful an association 
with his books is excited, as may prove of serious disad- 
vantage to him in after life. This mistake is generally 
to be observed in young mothers and those unaccus- 
tomed to the infirmities of childhood. It should be re- 
membered that the actual result of each individual lesson 
is of little importance if no bad habits are formed or 
wrong tempers excited. It is by- a long succession of 
lessons that progress will be perceived -, by " line upon 
line, and precept upon precept." Not that we are to 
expect that children can be properly taught without dis- 
cipline, or that the whole of learning can be rendered 
merely an amusement. Some objects absolutely require 
labor and self-subjection ; but, at the same time, there is 
no doubt that a judicious teacher, with many children, 
may excite a great deal of spirit in learning, and may 
impart instruction on a variety of subjects, so as to inter- 
est and delight rather than fatigue. If once we are able 
to enlist in the cause the inclination of a child, the chief 
difficulty is removed ; there will be little doubt of his 
success, and we render him a lasting service. How care- 
ful, then, should we be to make learning as agreeable as 
possible, to beware of exciting disgust toward study, 
and to nurture a literary taste, not only as good in itself, 
but as an important preservative from evil, especially 
to boys, in future life ! 

It is to be regretted that the common mode of teach- 
ing has more to do with the memory than the under- 
standing. With many children, whose innumerable 



66 HIKTS OK EARLY EDUCATION. 

"tasks are painfully learned and darkly understood," 
the memory is exercised, not to say burdened, while the 
real cultivation of the mind, the improvement of the 
reasoning powers, and the formation of good intellectual 
habits are overlooked.* Is it not to this cause that 
often may be attributed the imperfect and superficial 
knowledge, the want of literary taste, in those who have 
been taught merely by the common school routine % And 
is it not desirable that such deficiencies be remedied, as 
far as possible, during the intervals of time passed at 
home, by directing the attention to English reading, to 
the study of natural history, and other interesting pur- 
suits ? As it is sensible objects which the soonest attract 
attention in early life, the works of nature may easily be 
rendered the medium of continual instruction and amuse- 
ment to children. On this account, natural history, in 
its various branches, is particularly useful, as both pleas- 
ure and improvement may be derived from the habit of 
observing and examining the various objects with which 
we are surrounded, f 

A high standard is desirable in intellectual pursuits, 
as well as in those of still greater value. Nothing can 
be less ornamental than accomplishments performed in a 
poor style and with bad taste, or than that superficial 
and imperfect knowledge which 

" is proud that it has learned so much." 



* See Locke on the " Conduct of the Understanding," and Watts 
on the "Mind" — books from which many excellent hints maybe 
derived on the subject of education. Of the latter, Dr. Johnson 
remarks : " Few books have been perused by me with greater pleasure 
than Watts's " Improvement of the Mind." Whoever has the care 
of instructing others may be charged with deficiency in his duty, if 
this book is not recommended." 

f Th6 advantages of such a habit are displayed in that highly- 



INDUSTRY, PERSEVERANCE, AND ATTENTION. 67 

JBut while we endeavor to inspire our children with a 
desire to do well whatever they undertake, while we en- 
deavor to turn to the best account both their time and 
talents, we must beware of raising our expectations too 
high ; for if an ambitious spirit insinuate itself into the 
business of education, it will be a source of mortification 
to the parent and of irritation to the children. It is 
but too probable that in this case the latter will be over- 
urged by the former, and, thus, those very objects frus- 
trated which have been pursued with too much eagerness. 
In cultivating habits of industry, application, and per- 
severance, we are to remember that there is a medium 
to be observed in this, as in every other branch of educa- 
tion. These qualities are of so much value, that they 
demand a full share of our attention ; but we are not so 
to pursue them as to infringe upon the necessary liberty 
and the truest enjoyment of children. It ought again to 
be repeated, that all unnecessary restraint is only so 
muck unnecessary evil. We must also treat with much 
tenderness that lassitude and apparent indolence which 
even slight indisposition will occasion in children. In 
the short time devoted to lessons we may gradually em- 
ploy a stricter discipline ; but in play hours, although 
it is a positive duty strongly to oppose listlessness and 
indolence, yet with healthy and well-trained children, 
we shall find little else necessary than to direct their 
activities, to encourage their projects, and to add to their 
pleasures. 



interesting work, White's " Natural History of Selborne," and in 
the story of " Evenings at Home," entitled " Eyes and No Eyes." 



VANITY AND AFFECTATION. 

There are few defects which appear earlier than van- 
ity. Children delight in being noticed and admired ; 
and it is, therefore, of importance that amid all our 
affectionate attentions to them, all our efforts for their 
good and happiness, we guard against nuturing their self- 
love, self-importance, and fondness for admiration. 
Children ought to be the objects of our assiduous atten- 
tion ; we should be willing to give up our time, not only 
for the more serious business of education, but to please, 
to amuse, and to make them happy. This, however, 
may be done without throwing back their attention on 
themselves. We may show them every kindness with- 
out flattering their vanity ; but here many people are 
apt to mistake, their notice is bestowed in so injudicious 
a manner. If, for instance, upon the entrance of chil- 
dren into a room a general whisper of approbation go 
round the circle ; if remarks are made on their persons, 
their carriage, and their manner ; if their sayings are 
eagerly listened to and repeated in their presence, the 
ill- effect is inevitable. 

Praise and encouragement, judiciously and sparingly 
administered, will have effects very different from those 
produced by the kind of notice here objected to. The 
one injures while it pleases, leading the subjects of it to 
think of themselves, and exciting a self-complacency 
which is very soon followed by display ; the other is a 
just reward of merit and a stimulus to what is good. In 
bestowing praise, however, even when most deserved, 



VANITY AND AFFECTATION. 69 

we should bear in mind the great importance of leading 
our children to a habit of examining their motives, of 
doing right from a sense of duty, rather than from the 
love of applause or the desire of excelling others. 
While we stimulate to exertion, care must at the same 
time be taken to uphold the beauty of humility as the 
chief ornament of childhood ; but unless this, in some 
measure, exist in our own hearts, unless we ourselves are 
influenced by that meek and quiet spirit which is in the 
sight of God of great price, there is little hope that we 
shall succeed in our endeavors to foster it in others. 

An excess of personal vanity is rarely to be overcome 
by direct opposition or positive restraint. We shall be 
more likely to succeed in counteracting such a dispo- 
sition by allowing to external appearance its due value, 
its due share of attention ; by inculcating general moder- 
ation in every selfish gratification, and still more, by im- 
proving the tone of mind, and raising it to higher tastes 
and better objects. Dress should be treated as a matter 
of very secondary importance ; new and smart clothes 
ought not to be offered as a reward for good conduct ; 
and whether they are to be of one shape or another, this 
color or that, is never to be brought forward as an affair 
of consequence. Too much restraint on this subject 
generally defeats its own end, and renders dress, just 
what we should wish it not to be, an object of unneces- 
sary thought and attention. The desire to please, so 
strongly implanted in the heart, must be allowed to have 
some play, and, when kept within due bounds, is not to 
be despised or treated as a fault ; while we strictly avoid all 
that is incorrect or extravagant, we should not, unneces- 
sarily, expose our children to the pain and awkwardness 
of feeling themselves singular in manner and appearance. 

Closely connected with vanity is affectation, to which 



70 HIXIS OK EARLY EDUCATION, 

children are also exceedingly prone. Nothing can be 
more delightful than the innocent prattle and merriment 
of a child, when it flows simply from the gayety of his 
heart ; we should encourage it, and be merry with him ; 
but if we have the weakness, may we not say the un- 
kindness, to let him see that he is an object of attention 
and admiration, to put him upon showing off his pretty 
ways for the amusement of our friends, or allow it to 
be done for the laugh of the kitchen, we gain our ob- 
ject indeed ; he is sprightly and talkative, but no longer 
because he is gay at heart, but because he longs to be 
noticed and admired ; — and this is affectation. Those who 
are accustomed to children will be able quickly to dis- 
cern affectation, not only in their words and actions, but 
even in their looks, and should always disappoint it, 
always receive it with coldness and disapprobation. 

We shall succeed very imperfectly in securing our 
children from vanity and affectation, unless we first set a 
guard upon our own conduct ; unless we ourselves are 
acting from better motives than the love of admiration 
or the desire of excelling others ; unless our own man- 
ners are simple and natural. If it be the main object of 
those who are engaged in education, that themselves or 
their children should please and excel, a similar spirit 
will most likely show itself in the objects of their care. 
If we allow ourselves to speak in affected tones of voice, 
fondling our children to excess, and using extravagant 
expressions of affection and admiration — a defect so fre- 
quent among nurses — something answering to it will cer- 
tainly appear in them ; for we shall find that they are 
wonderfully alive to sympathy and imitation ; quick in 
discerning what passes before them, especially if it re- 
gard themselves ; and, when we least suppose it, strongly 
affected by the conduct and feeling of those around them. 



DELICACY. 

On this subject there is little to be said ; for it is only 
those who have refined and delicate feelings, who shrink 
from all that is coarse or impure, and who desire for 
themselves to be " wise unto that which is good, and 
simple concerning evil," who can fully appreciate so in- 
valuable a spirit in their children, or who would know 
how to guard it in them as the choicest plant, though of 
the tenderest growth. If children are tempted to com- 
mit other faults, if they are misled into other errors, 
there is great hope that the voice of conscience will be 
heard, and bring them back to the path of duty ; but if 
the purity of the mind be sullied or lost, this cannot be 
regained ; the outward conduct may be correct, bat a 
beauty, a charm, a security to all that is good, is gone. 
The necessity of giving children good principles is gen- 
erally acknowledged, but the importance of inspiring 
them with good tastes is much oftener overlooked. A 
correct moral taste will not only prove an invaluable aid 
to religious principle, but will be a safeguard against the 
inroads of corruption, even when religion has but too 
little influence on the heart. Purity of character is so 
little in unison w^ith the spirit of the world, that, unless 
carefully cherished and watched over, we cannot hope 
to retain it ; and it is on this account, more than on any 
other, that companions for children should be selected 
with the greatest care ; that unguarded intercourse 
with others is to be dreaded ; low company prohib- 
ited ; and that peculiar discernment and discretion are 



72 HINTS OX EARLY EDUCATION. 

necessary in the choice of those to whose care they are 
entrusted. 

During the first ten years of life, it is generally the 
case, both with boys and girls, that the character is 
chiefly formed by female influence ; and how well calcu- 
lated ought that influence to prove, to foster the purity 
and innocence of childhood ! It is only to be lamented 
that women, both in the higher and lower walks of life, 
should endanger that refined delicacy so essential to their 
character, by ever allowing themselves to treat what is 
impure as a subject of curiosity or amusement ; by ad- 
mitting conversation which is not perfectly delicate ; by 
reading books of an* improper tendency, or by devouring 
promiscuously the contents of our public papers. 

Even little children are sometimes inclined, in their 
measure, to indelicate conversation, and will indulge in 
it for the amusement of each other and to excite a 
laugh ; but in nothing has a license of tongue a more 
corrupting effect ; and any tendency to indelicacy in 
words or actions is one of the fesv things in children 
which ought to be treated with severity. An incorrect 
word or an improper trick in. infancy may at the time 
be amusing, as appearing to spring from childish play- 
fulness and humor ; but here an object of no small im- 
portance is at stake ; we are to manifest our disapproba- 
tion both toward the offender and those who are amused 
at his fault, and we must take care that our looks corre- 
spond with our conduct ; for a secret smile w r ill more 
than counteract the effect of the severest reproof. 

A great deal on the subject before us will depend on 
the nice principles, the correct propriety, and the con- 
stant watchfulness of a nurse ; for it is by a strict and 
minute attention to little things that modest and refined 



DELICACY. 73 

habits are formed, and a disgust induced at all that is 
improper and vulgar. A nurse cannot be too much 
guarded in what she does or says in the presence of her 
children, nor must she fancy that they are always in- 
fants, or less alive than herself to what passes before 
them. At the same time, the precautions taken should 
be perceived as little as possible ; for she will defeat her 
end if she excite curiosity by giving the idea that there 
is something to be concealed. 

Diligence and regular employment are great safe- 
guards to purity, for it is the indolent and vacant mind 
that is the most susceptible of improper impressions. 

When children ask embarrassing questions, we are not 
to deceive them, or resort to a falsehood that we may 
keep them in ignorance. If we receive such questions 
with an unmoved countenance and seeming indifference, 
without the least air of inystery or concealment, and 
with no apparent awkwardness or confusion, we may 
answer them with truth, though perhaps only in part, 
without exciting further curiosity or improperly open- 
ing their minds, and we may easily prevent their pursu- 
ing the subject, by diverting their thoughts to other ob- 
jects. It is also to be remembered that there are some 
things which it is safer for children to learn from their 
parents than from those who are less judicious and less 
guarded ; for in many cases it is not so much the mat- 
ter of fact, as an improper spirit in conveying it, which 
is injurious to the mind. 



MANNERS AND OEDER. 

Locke considers that manner is the object of next im- 
portance to religion and virtue, to be preferred to learn- 
ing ; and it is evident that there is no passport so good 
in the world, nothing that adds so great a lustre to vir- 
tue, or that so well brings into daily use more solid ac- 
quirements. " Good manners are the blossom of good 
sense," and may it not be added, of good feeling, too ? 
For if the law of kindness be written in the heart, it will 
lead to that disinterestedness in little as well as in great 
things, that desire to oblige, and attention to the gratifi- 
cation of others, which is the foundation of good 
manners. If, therefore, we are successful in inspiring 
children with such a disposition, we secure the most im- 
portant means of rendering them pleasing. "We should en- 
deavor early to infuse the spirit of that precept, •" Honor 
all men ;" to teach them that kindness and civility are 
due to all ; that a haughty, peremptory, or contemptu- 
ous manner is not only ill-bred, but unchristian ; and 
that this is especially to be guarded against in their be- 
havior to servants. Nor will young people, generally, 
be tempted to treat with unkinclness those whose ser- 
vices claim a return of affection and gratitude, unless 
they are led to it by the example of others. 

It will also be necessary to guard children against vul- 
gar habits, against roughness of manner, as well as 
coarseness of mind ; as loud talking and laughing, the 
use of violent exclamations and expressions — " shocking ! 
terrible ! monstrous !" etc. ; nor should they be allowed 



MANNERS AND ORDER. 75 

to continue their infantine language too long ; the im- 
perfect words and broken sentences of an infant will be 
unpleasant, and appear like affectation, when used by 
elder children ; but this habit is often encouraged by 
the affected and babyish tones of voice in which their 
attendants frequently address them. It is essential to 
good breeding that children be taught to express 
themselves well and to speak distinctly and grammati- 
cally. 

As satire and ridicule are instruments ill-calculated to 
be employed in education, so any tendency to these dis- 
positions in children themselves is to be repressed ; 
mimicry also, though highly amusing, ought to be dis- 
couraged, as being likely to induce an unpleasing and 
improper turn of mind. 

Good conduct at meals is, with children, a fair cri- 
terion of good manners, and meals may be made use of 
as favorable opportunities for inculcating propriety of 
behavior. Children should be taught to sit down and 
rise up from table at the same time ; to wait while 
others are served, without betraying eagerness or impa- 
tience ; to avoid noise and conversation ; and, if they 
are no longer confined to the nursery, to be able to see 
delicacies without expecting or asking to partake of 
them. To know when to be silent, is more important to 
good manners than is generally supposed. Speaking, 
when it interrupts reading or conversation, and the habit 
of contradicting others, should be checked, as also that 
of ill-timed garrulity, so unpleasing in some children, 
and which generally springs from an undesirable self- 
confidence and forwardness of character. 

Nor is the person to be neglected in early life ; for it 
will spare children many awkward feelings as they grow 



76 HINTS ON EARLY EDUCATION. 

up, if they are taught to walk and to carry themselves 
well ; to enter and leave a room, and to address others 
with ease and propriety. With many, the acquirement 
of this external polish will prove a very slow work and 
a subject of considerable difficulty ; but if we see an 
amiable and obedient disposition, there is every reason 
to hope that roughness of manner will be smoothed down 
by time and the example of others. Parents ought not, 
therefore, to allow themselves, from their own irritabil- 
ity and impatience, to render manner, as is the case in 
so many families, the cause of daily vexation and of 
continual though fruitless complaints. We must re- 
ceive with patience and good-nature numberless little 
failures in those whose happiness it is to think little of 
the effect they produce upon others ; nor is it by re- 
proofs and admonitions, showered down upon the child 
at the moment in which we wish him to display his good 
manners, that we shall effect our purpose, but by accus- 
toming him to exercise habitual kindness and civility 
toward his companions and those with whom he lives. 
With all our care, however, we are not to expect that 
the manners of children will be superior to those of the 
persons with whom they chiefly associate ; for in nothing 
is it more true that " we are all a sort of chameleons, 
and still take a tincture from things around us." On 
this account, as on every other, it is of importance that 
children should witness no vulgar habits in the nursery, 
and that the conversation between the nurses themselves 
should be guarded and correct. 

But here it must be remarked that in our earnestness 
to render our children pleasing, and to improve their 
manners, care will be required that we do not rob them 
of their chief charm, the simplicity of childhood ; for 
how greatly are to be preferred even an uncouthness of 



HANKERS AND ORDER. 77 

behavior and awkward shyness to anything of premature 
forwardness, formality, or affectation ! 

" Affectation is but lighting up a candle to our de- 
fects, and though it has the laudable aim of pleasing, 
always misses it." * We must also avoid working upon 
vanity to secure good manners, lest we nurture that love 
of admiration which is apt but too soon to take an over- 
bearing possession of the heart. 



Order. — The general order of a nursery will be greatly 
promoted by early rising, by regular hours for all the 
employments of the day, and by an attention to this 
maxim, 

" A place for everything, and everything in its place." 

Method and true order are attainments of a higher stamp 
than is generally supposed ; for they are not only useful 
in the lesser concerns of life, but necessary to success in 
the most important objects ; it is by these that the pow- 
ers and activity of the mind are turned to good account. 
" Method," as Mrs. H. More says, "is the hinge of 
business, and there is no method without order and punc- 
tuality." " Method is important as it gains time ; it is 
like packing things in a box ; a good packer will get in 
half as much more than a bad one," * 



* Locke. f Cecil. 



KELIGIOUS INSTRUCTION. 

Religious education lias been so ably and satisfactorily 
treated in several works already before the public, that, 
the author would be unwilling, even were she competent, 
to offer a full or unconnected disquisition on the subject. 
But as she could not entirely omit that which is the 
foundation of all good education, she has slightly touched 
upon some points which, from her own experience, she 
conceives to be of particular importance. 

It is the deeply-rooted conviction, that in bringing up 
a child we have to do with an immortal spirit, which can 
alone excite that strength of feeling, and depth of inter- 
est, essential to the performance of our highest duties 
toward him. That many well-meaning parents, who 
take it for granted they are bringing up their families 
religiously, manifest so little earnestness in the cause, 
that religion is, in fact, made so secondary an object, 
must in many cases be attributed to the want of strong 
practical faith ; to the want of a real and operative belief 
in the solemn and repeated declarations of Scripture, that 
the present world is but a state of probation, and that 
on the short time spent here depends the everlasting 
condition of every individual. Amid the various cares, 
engagements, and pleasures of life, there is great danger 
of neglecting those things which, though most impor- 
tant, are least seen. We are called upon to apply our- 
selves in earnest and " while it is called to-day" to the 
religious improvement of our children, as those whose 
" time is short ; 5 ' as those who remember that in this 



RELIGIOUS INSTRUCTION. 79 

case there is a double uncertainty in the lives of their 
children and in their own ; as those who know that the 
present may be the only opportunity of performing the 
high duties required at their hands. But enlightened 
zeal is ever accompanied by wisdom and prudence ; our 
efforts will many times be hidden and unseen, for when 
outward exertion would be ill-timed or injudicious, may 
not a parent promote the best interests of her children 
by that unobserved vigilance, that spirit of the heart, 
which we may confidently believe will not fail of its 
reward ? 

Some parents are deficient in the religious care and 
instruction of their children from the false notion that 
as it is divine grace alone which can change the heart, so 
they have little else to do than to sit still, and leave their 
children to the operation of that grace ; supposing that 
with it all will be well, and that without it whatever 
they can do is to little purpose ; while others fall into 
the contrary extreme, and, confining their views to 
human efforts, often fail by imposing burdensome re- 
straints, and rendering religious duties laborious and 
wearisome ; but there is a happy medium between 
those opposite errors. The belief that God is pleased to 
work by means ; that He has graciously promised to 
bless the faithful use of these means ; that He has de- 
clared, as we sow, so also shall we reap ; that He has 
commanded us " to train up a child in the way he should 
go, and when he is old he will not depart from it" — 
this belief will stimulate to a diligence, a constancy, and 
a fervency of spirit in the religious education of our 
children. At the same time, the sense of our own in- 
sufficiency, the conviction that although we may plant 
and water, it is God alone who can give the increase, 
will combine that moderation with our earnestness and 



80 HINTS ON EARLY EDUCATION. 

activity, that calmness and quietness with our zeal, with- 
out which they will often prove ineffectual, and should 
lead us to implore the divine aid and blessing so gra- 
ciously promised to those who ask. 

It is not to be forgotten, that as religion is the most 
important, so also it is the most sacred of all subjects ; 
and that although, from its importance, it is ever to be 
kept in view, yet, from its sacred character, it must not 
be made too common or familiar. 

" True religion" (a late valuable writer remarks) 
" may be compared to a plum on the tree, covered with 
its\ bloom ; men gather the plum, and handle it, and 
turn and twist it about, till it is deprived of all its native 
bloom and beauty.! 5 We are in danger of doing this, if 
we impart religious instruction as a task, either to our- 
selves or our pupils ; if we attempt to teach the sacred 
truths of Christianity, while we have little sense of their 
beauty or of the savor that attends them ; if we are in 
the habit of bringing forward religion without a corre- 
sponding feeling and reverence ; if we can talk of it 
with the lips, while the heart is little alive to the sub- 
ject ; and if we imperceptibly adopt a religious tone, be- 
cause it prevails among those about us. By this mode 
of proceeding, we may encourage in those under our in- 
fluence an outward profession of what is good, but we 
are not likely to foster that substantial and practical 
principle which is the life of religion. 

It is a very mistaken idea, and not the result of ex- 
perience, that regular connected teaching is unnecessary 
on religious subjects. "We have the divine command, 
" Thou shalt teach them diligently." It is, therefore, 
our absolute duty to obey, and to enlighten the under- 
standings of our children in religious truth, in propor- 
tion as they are able to receive it. But we are to enter 



RELIGIOUS INSTRUCTION". 81 

upon this work not as we would undertake the dry rou- 
tine of a common lesson, but as a business in which we 
peculiarly need that wisdom which cometh from above ; 
as a business that has to do with the heart more than the 
head ; in which our chief endeavor should be to engage 
the inclinations and affections of our pupils ; a business 
of incalculable importance, as regarding the most mo- 
mentous interests of those to whom we are bound by the 
tenderest ties. In the study of the Scriptures, it is not 
enough to read them as a letter, it should be our desire 
to imbibe ourselves, and to infuse by sympathy into the 
hearts of our children, a measure of that spirit which 
breathes throughout them. We would not, for example, 
give them the particulars of the life and death of the 
Lord Jesus, merely to be accurately learned and remem- 
bered as any other subject of historical information ; but 
it ought to be our object so to communicate this most 
interesting of all narratives, as to excite in their hearts 
a love and gratitude toward Him as their divine and 
compassionate Redeemer. 

Although we would not lessen the value of other 
means of instruction, it is evident that the most impor- 
tant and purest source of religious knowledge is the 
simple, unprejudiced study of the Bible. If we take 
the Scriptures in their regular order, omitting only 
those parts which are above the comprehension of chil- 
dren, they will supply " that which is able to make them 
wise unto salvation ;" every Christian doctrine, every 
important precept, will be presented in succession, and 
will afford the most favorable opportunity for useful ob- 
servations and individual application ; and these will be 
the most likely to prove beneficial when they spring nat- 
urally from the subject before us, and from the lively 
feeling which it excites. Fenelon advises that we 



82 HIJSTTS Otf EARLY EDUCATION. 

should not only tell children that the Bible is interesting 
and delightful, but make them feel that it is so. We 
should endeavor to make them feel the deep interest of 
the narratives it contains and the exquisite beauties with 
which it abounds. This cannot be accomplished if they 
read it as a task ; an historical acquaintance with Scrip- 
ture is, indeed, very desirable, but it is from a taste for 
and an interest in the sacred writings, that the most im- 
portant benefits are to be derived. 

As children are little capable of receiving abstract 
ideas, it is probable that they will not derive much ben- 
efit from being instructed in doctrines separate from 
facts. By facts, we may convey a strong and simple 
view of the most important truths of Christianity. If, 
for example, w T e can represent, in lively colors to their 
imaginations, the beautiful history of our Lord calming 
the storm, when " the waves beat into the ship," and 
His voice was " mightier than the noise of many waters," 
they will imbibe a stronger and more practical sense of 
His almighty power than could have been imparted to 
them by any bare statement of His divinity. We shall 
also best be able to impress upon their minds His infinite 
mercy and compassion toward us, by reading or relating 
to them, so as to realize the transactions and interest 
the feelings, such narratives as those of our Lord's tak- 
ing the infants in His arms, and blessing them ; of His 
raising the widow's son ; of His healing the lunatic child ; 
and, lastly, of His suffering and dying for our sakes, 
that we might be made the heirs of eternal life. 

It is of great importance that all religious instruction 
be given to children with reference to practice. If they 
are taught that God is their Creator and Preserver, it is 
that they may obey, love, and adore Him ; if that Christ 
is their Almighty Saviour, it is that they may love Him, 



RELIGIOUS DESTRUCTION. 83 

give themselves up to Him, and trust in Him alone for 
forgiveness and salvation ; if that the Holy Spirit is the 
" Lord and Giver of life," it is that they should beware 
of grieving that secret guide, which will lead them out 
of evil, will enable them to bring forth the fruits of 
righteousness, and prepare them for a state of blessed- 
ness hereafter. The omnipresence of God should also 
be strongly and practically impressed upon the mind in 
early life, not only as a truth peculiarly calculated to 
influence the conduct, but as a continual source of con- 
solation and support in trouble and danger. 

It is to be remembered that religious instruction is 
not to be forced upon children ; wisdom is required in 
communicating it to them, that we may give them 
" food convenient " for them, nourishing them, not with 
strong meat, but with " the sincere milk of the word," 
that they may grow thereby ; making the best use of 
the natural and gradual opening of their understandings ; 
and we may acknowledge, with thankfulness, that there 
is something in the human mind which answers to the 
most simple and sacred truths ; the mind of man seems 
formed to receive the idea of Him who gave it being. A 
premature accuracy of religious knowledge is not to be 
desired with children, but that the views of divine truth 
which they receive should be sound and scriptural, and 
so communicated as to touch the conscience. If the 
conscience be touched, if the fear of God be excited, a 
fear to offend Him, a dread of sin, there is something 
to work upon, and a foundation is laid for advancement 
in religion, as the character ripens. But we are not to 
forget the general balance of Scripture, or to give force 
to one part by overlooking another. Thus, in our en- 
deavors to touch the conscience and to excite a dread of 
sin, we must also be careful to represent our Creator as 



84 HINTS OK EARLY EDUCATION. 

the God of love, the God of peace, the Father of mercies 
— to direct the attention of our children to that " Lamb 
of God, which taketh away the sin of the world ;" that 
the result of our labors may, with the divine blessing, 
be a union of fear and love in the hearts of our pupils ; 
that tenderness of conscience should not lead to the spirit 
of bondage, nor fear degenerate into religious terror, 
and, consequently, superstition. 

In the minds of many people, from the want of this 
early judicious care, religion and superstition, quite un- 
known to themselves, have become strangely interwoven. 
They surrender themselves to superstitious or enthusi- 
astic impressions, because they do not distinguish them 
from the voice of truth and feelings of piety ; but en- 
lightened religion is, in fact, in direct opposition to 
superstition ; they are as different as light from dark- 
ness ; for superstition quits the solid ground of revealed 
truth, and forms conceptions for itself of what the 
Divine will may be toward His creatures. But it should 
be 'our object to give to children a scriptural and, there- 
fore, a reasonable and healthful view of religion ; to 
guard them against all that is erroneous and morbid, and 
to prepare them for the reception of " the spirit of 
power, of love, and of a sound mind." 

The curiosity so natural to children is not to be hastily 
repressed on religious subjects ; we are rather to direct 
than to reprove it, remembering that, within due bounds, 
the exercise of the natural powers may be made subser- 
vient to the most important ends in acquiring religious 
knowledge. At the same time, any tendency to a critical, 
cavilling disposition is to be uniformly discouraged ; 
nor is it of small importance that children should be 
guarded against the influence of those from whom they 
may imbibe such a habit of mind. As their understand- 



KELIGIOUS INSTRUCTION. 85 

ings improve, they may be led to consider the infinite 
distance between God and man, that " He is the high 
and lofty One that inhabiteth eternity," while man is 
like " a shadow that declineth," or as the grass of the 
field, which " in the morning flourisheth and groweth 
up, but in the evening is cut down and withereth ;" that 
we see but the smallest part of the works of God, and 
of that small part, much is to us incomprehensible ; but 
that, great as He is, His love extends to the meanest of 
His creatures ; that for man He has provided eternal 
happiness, and that in the Scriptures He has been 
pleased to reveal all that is necessary for us to know and 
believe, in order to attain it ; that we are, therefore, to 
approach these treasures of heavenly knowledge with 
no expectation of finding every difficulty solved, or all 
made clear to our weak and narrow understandings, but 
with a humble and teachable disposition*, for spiritual 
food and for spiritual life, knowing that i ' the secret 
things belong unto the Lord our God ; but those things 
which are revealed belong unto us and to our children for- 
ever, that we may do" them. If we attempt to explain 
the deep mysteries of religion further than the Scripture 
has explained them, we shall be more likely to degrade 
what is most sacred, and perplex the mind, than to en- 
lighten the understanding or elevate the affections. 



KELIGIOUS HABITS. 

Besides the religious instruction of children, we have 
also to attend to the formation of religious habits. If 
these be well established in early life, even though the 
heart be not always engaged in them as it ought to be, 
yet something is gained. Such habits frequently be- 
come the channels through which spiritual good is con- 
veyed ; besides, whenever the vital principle of religion 
begins to operate, they render the path of duty less 
difficult. 

Among the most important religious habits may be 
ranked the daily exercises of devotion, a fixed time and 
plan for reading the Scriptures, a regular attendance 
and a serious behavior at a place of worship, and a 
practical regard for the Sabbath. 

Devotional Exercises. — In bringing up children to 
regular and stated devotional exercises, it will be also 
necessary to instruct them in the true nature of prayer ; 
and this may best be done by examples. We may re- 
mind them that the woman of Canaan prayed when, 
though often rejected, she still called upon her Saviour, 
" Lord, help me ;" that the disciples prayed when, in 
the midst of the tempest, they cried, " Lord, save us, 
we perish" ; that the publican prayed when he smote 
upon his breast, saying, " God be merciful to me a 
sinner ;" that the blind man prayed when, notwith- 
standing many discouragements, he still repeated, " Thou 
son of David, have mercy upon me ;" and that these 



KELIGIOUS HABITS. 87 

are all instances of that fervent and humble prayer of 
the heart " which availeth much." 

Children may be asked, if they were hungry or athirst, 
distressed or in danger, in what manner they would call 
upon their earthly parents for relief and deliverance, 
and reminded that it is with the like earnestness they 
should beseech their Heavenly Father to pardon their 
sins, to strengthen their weakness, "to deliver them 
from evil," and to grant them His favor, which is better 
than life. Their attention should be directed to the 
powerful and tender affections of their earthly parents 
toward them ; that from this consideration they may be 
the better able to comprehend the love of God, as being 
infinitely greater, more tender, and unchangeable. They 
may be taught, that as God heareth the ravens cry, and 
satisfieth the wants of every living thing, much more is 
He ever attentive to the feeblest desire or the least sigh 
raised in the hearts of His children toward Him ; that it 
is the prayer of the heart alone which is acceptable in 
His sight, although a form of sound words is valuable as 
an assistance in raising the affections and confining the 
wandering thoughts. 

But children are too often suffered to repeat their 
prayers with as little reflection, and almost as little rever- 
ence, as they manifest in the common engagements of 
the day. We should endeavor to bring them into a seri- 
ous and tranquil state of mind before they kneel down. 
They may then be reminded of their faults with good 
effect, and thus gradually accustomed to unite self-exam- 
ination with the duties of devotion ; examination, not 
only of their outward conduct, but of their motives — a 
habit so essential to real religious advancement. 

The morning and evening afford the best opportunities 
for devotional exercises ; and it should be our earnest 



88 HINTS ON EARLY EDUCATION* 

desire to accustom our children to begin and close the 
day with Him in whom we " live, and move, and have 
our being;" to accustom them " to seek first the 
kingdom of God ;" to make it their first business, on 
waking, to give thanks for the mercies which are " new 
every morning, 3 ' and to seek for daily strength, support, 
and protection ; that thus, when they rise, they may still 
be with Him ; that He may 

" Guard their first springs of thought and will, 
And with Himself their spirits fill." 

In the evening, when they have prayed for pardon 
and peace, let us endeavor to infuse the spirit of that 
beautiful expression in the Psalms — u 1 will both lay me 
down in peace and sleep, for Thou, Lord, only, makest 
me dwell in safety. ' ' At no time is the influence of a 
mother more valuable than when her children are retir- 
ing to rest. It is then that, having ceased from the 
business and the pleasures of the day, their minds are 
quieted, their feelings more tender, and more fitted for 
the reception of religious impressions. Happy is it if 
the spirit of her own heart be such as to enable her to 
make full use of these favored moments ; to make use 
of them as valuable opportunities for withdrawing the 
hearts of her children from things which are temporal, 
and of fixing deeper and more lively impressions of those 
which are eternal. In the absence of a mother on these 
occasions, it is the duty of an assistant, as far as possible, 
to supply her place. When a child has repeated his 
evening prayers, she should not allow him to return to 
trifling conversation or common pursuits, but take him 
quietly to bed, and she will find it beneficial and gratify- 
ing to him then to read a psalm or hymn, as the last 
thing before she leaves him. 



RELIGIOUS HABITS. 89 

The prayers of children should be simple, and suitable 
to their understandings and state of mind ; we must not, 
however, expect that they will always enter into them 
with the feeling we may desire. Yet, as we are to per- 
severe through all discouragements in the performance 
of this sacred duty ourselves, must we not also train up 
our children to it, notwithstanding their great infirmi- 
ties, in simple obedience to the express commands of 
God ; in humble reliance on His blessed promises ; and 
with full confidence in Him who is not an high-priest 
that cannot be touched with the feeling of our infirmi- 
ties, but who ever liveth to make intercession for us ? 
And might w 7 e not hope that the prayers of our chil- 
dren would be less defective were the spirits of those 
about them more serious and more devotional ? 

A love for the sublime and beautiful works of nature 
should be early cultivated, not merely as affording a 
source of pure enjoyment, but as a taste which, if prop- 
erly directed, may promote a devotional spirit and ele- 
vate the mind, by raising the views, through " things 
which are seen," to Him who is invisible. 

" Happy who walks with Him ! whom what he finds, 
Of flavor, or of scent, in fruit or flower ; 
Or what he views of beautiful or grand 
In nature, from the broad majestic oak 
To the green blade that twinkles in the sun, 
Prompts with remembrance of a present God ! 
His presence, who made till so fair, perceived, 
Makes all still fairer." 

Grace before Meat. — Children should be taught to 
receive their daily bread as from the hand of God, and 
that excellent custom of grace before and after meat 
ought surely to be kept up in the nursery, as an open 
acknowledgment of gratitude to the Giver of all good. 



90 HINTS OK EARLY EDUCATION. 

Daily Study of the Scriptures. — It will be of ad- 
vantage if the daily portion of scriptural instruction can 
be given to children as the first employment after their 
morning prayers ; and it is much to be desired that 
parents would retain this part of education in their own 
hands ; for the situation of a parent gives advantages for 
the performance of this duty which are rarely possessed 
in an equal degree by a tutor or governess. Perhaps 
the earliest scriptural lessons are best given in conversa- 
tion, assisted by prints. By this simple method, even 
very young children, before they can read, are capable 
of understanding and of profiting by many parts of 
sacred history. 

The Sabbath. — As the common business of life is to 
be laid aside on the Sunday, so the engagements of this 
day should be of a wholly different character from those 
of the week ; and if a practical regard to the Sabbath 
be early established, and its employments, which may 
so easily be done, are rendered attractive and interest- 
ing, children will enter upon them from choice, and 
neither expect nor wish for any others. 

The study of the Scriptures may be agreeably diversi- 
fied either by looking out, with the assistance of mar- 
ginal references and a concordance, the various texts on 
one particular subject, as on prayer, almsgiving, duty to 
parents, etc. ; or by tracing the chain of prophecy relat- 
ing to the Messiah, with corresponding passages in the 
New Testament ; by studying the types which beauti- 
fully illustrate His character and offices, as the paschal 
lamb, the brazen serpent, the scapegoat, etc. ; or by 
reading, with a particular reference to the lives and 
characters of eminent individuals, as of Abraham, 
Joseph, Moses, David, etc. The Liturgy, as well as the 



RELIGIOUS HABITS. 91 

Catechism, will also afford an excellent groundwork for 
scriptural research ; and there is no doubt but that the 
services of the Church might be rendered more beneficial 
to children, if previously explained to them, and illus- 
trated by those passages in the Bible from which they 
are derived. Nor is it necessary that children be con- 
fined on the Sunday to studying the Scriptures, Cate- 
chisms, etc. ; there are many books suitable to the day, 
which will afford an agreeable and useful variety, and 
which, if laid aside in the week, will be read with greater 
pleasure. Hymns, or a portion of Scripture, may also 
be committed to memory ; but care will be required that 
these be neither learned as a common task nor repeated 
in a hasty or irreverent manner. When children write 
with some facility, they will derive pleasure from copy- 
ing out hymns, select passages from the Bible, or the 
texts they have looked for on particular subjects, in a 
book kept for the purpose. They may, besides, be 
formed into a class, and questioned on Sunday in their 
scriptural knowledge ; and it will add to the interest if 
the children of more than one family can be united in 
this exercise. 

. When old enough, they may be permitted to share in 
the labors of a Sunday-school, or identify themselves 
with mission work ; such objects are valuable, as afford- 
ing suitable occupation for the Sunday, but still more 
so, as having the tendency to foster a spirit of active 
benevolence and a disposition to promote the interests 
of others. 

The engagements to which we have referred, with an 
attendance on public worship and necessary recreation 
and exercise, will fill up the Sunday usefully and agree- 
ably. If we enter into the full meaning of these expres- 
sions— " shall call the Sabbath a delight, the holy of the 



92 HINTS OK EARLY EDUCATION. 

Lord, honorable/' * we shall be' persuaded that it is not 
sufficient to enforce a strict regard to the Sabbath as a 
law, but that we should also endeavor to infuse a love 
for the day, as one of peculiar privileges ; and parents 
may promote this feeling, by keeping in view that it is 
to be a time of rest, as well as of religious duty, by de- 
voting themselves more thean ordinarily to their chil- 
dren, and by rendering the Sunday the season for the 
best kind of domestic enjoyment. 

Public Worship. — Silence, self -subjection, and a seri- 
ous deportment both in f family and public worship 
ought to be strictly enforced in early life ; and it is bet- 
ter that children should not attend till they are capable 
of behaving in a proper manner. But a practical respect 
for the Sabbath and for the services of religion is but 
an effect of that reverence for everything sacred, which 
is of primary importance early to establish as a habit of 
mind. No subject connected with religion ought to be 
treated lightly in the presence of children. If, for ex- 
ample, we think that we may employ the words of Scrip- 
ture in a jocose or trifling manner ; that we may make 
slighting remarks on the sermon of the day ; that we 
may ridicule the voice and manner of the preacher ; that 
we may speak contemptuously of others, because their 



* Isa. 58 : 12. 

f It may not be irrelevant to the subject before us to observe not 
only the value of family worship for the sake of our children, but also 
the importance oi conducting it so as to render it to them a profit- 
able and attractive service. " Let them find it short, savory, simple, 
plain, tender, heavenly. Worship thus conducted is an engine of 
vast power in a family. Family religion is of unspeakable impor- 
tance ; the spirit and tone of your house, the conversations in 
your family, will have great influence on your children." — Cecil's 
Remains. 



RELIGIOUS HABITS. 93 

religious principles or habits differ from our own, with- 
out injury to ourselves, at least we are in danger of lead- 
ing our children to view religion through a critical and 
satirical medium, and thus to throw in their way one of 
the greatest hindrances to religious advancement. To 
take the name of God in vain (as by using it in common 
conversation or on every emotion of fear and surprise), 
is an offence so glaring, that a warning against it might 
be unnecessary, were it not that some even well-mean- 
ing people, almost unknown to themselves, are apt to 
fall into it, from the effect of example and early habit. 
Such, a use of the divine name is not only to be most 
seriously prohibited, but those exclamations which, in 
fact, convey nearly the same meaning ; as, Mercy ! Bless 
me ! Good heavens ! Good gracious ! etc. 

Firmness and sometimes resolution and authority may 
be required in the first establishment of religious habits ; 
and, as far as it is necessary, they should be exercised, 
but never in such a manner as to render the most sacred 
duties a galling and burdensome yoke. An excess of 
strictness is injurious in the general management of chil- 
dren ; but it is especially to be avoided in their religious 
education. If in that we draw the line too tight, we 
may not only excite a distaste for what is good, but in- 
duce concealment and hypocrisy. In religion, more than 
in any other object, it is of the first importance to gain 
over the affections, to draw the hearts of our children 
by the chords of love, that they may know and feel for 
themselves that " her ways are ways of pleasantness, 
and that " all her paths are peace :" 

" Nor know we anything so fair, 
As is the smile upon her face.' ' * 



? 5 



* Wordsworth's « Ode to Duty. 



94 HIKTS ON EARLY EDUCATION. 

Care must be taken not to press too closely upon chil- 
dren such non-essential points as form the distinguishing 
peculiarities of the various sects of Christians. It is a 
question worthy of much serious consideration, whether 
such points are of a nature to be imposed as a law upon 
those who are placed under our authority ; and whether 
in doing this there may not be a danger of "teaching 
for doctrines the commandments of men," and of fetter- 
ing the conscience by false associations of right and 
wrong. We are more likely to prepare our children for 
the reception of truth, if secondary distinctions are not 
brought into prominent view, and if our efforts are 
directed to the great object of leading them to that 
knowledge of God and of His Son Jesus Christ, which 
alone is life eternal.* 

If children live under a religious influence, some vigi- 
lance will be required, lest they should assume a serious- 
ness which is not real. Everything unnatural, every- 
thing bordering on hypocrisy, is to be most carefully 
checked, and that divine test deeply impressed on their 
hearts, as on our own — " If ye love Me, keep My com- 
mandments." We must not, therefore, force either the 
feelings or expression, satisfied that if the true prin- 
ciples of Christianity have taken possession of the heart, 
it will, necessarily, manifest itself in something better 
than in words or profession. 

Children must, besides, be guarded against placing too 
much dependence upon external observances. We are 
to bring them up with a reverence and a value for the 
ordinances of religion, and to accustom them to a dili' 
gent and persevering attendance upon them as a sacred 
and important duty, to which secondary objects ought 



* John 17 : 3. 



RELIGIOUS HABITS. . 95 

always to yield. But, at the same time, tliey will be 
able to understand that these ordinances, of themselves, 
are wholly insufficient ; that he is a Christian " who is 
one inwardly," and that our real character is deter- 
mined not by that which we may appear before men, 
but by that which we are in His sight who " looketh on 
the heart. ' ' 



CONCLUSION. 

In concluding this little work, the author would, once 
again, remind all' who are engaged in the care of chil- 
dren that much patience and much perseverance will be 
required in the fulfilment of their duties toward them ; 
and that they may hope to succeed, " not so much by 
the vehemence as by the constancy of their exertions. ' ' 
"We must nob expect to witness the immediate fruit of 
our labor. The husbandman scatters his seed, " and 
hath long patience f or it ;" and we are commanded in 
the morning to sow the seed, and in the evening to with- 
hold not our hands, for we know not whether shall 
prosper. * To those who are conscientiously employed 
in the business of education, there is the most solid 
ground for encouragement ; and it is of no small impor- 
tance that they should cherish a hopeful and cheerful 
temper of mind. This will not only increase the vigor 
of their efforts, but greatly add to the probability of 
success. 

Let us ever bear in mind the extensive benefit which 
may result from our bringing one child to choose and 
" hold fast that which is good." Have we not reason 
to hope that it will be a blessing not only to himself, 
but to his children, and his children's children ? Do 
not the results of universal experience ; do not the rec- 
ords of history and biography, in addition to the express 
commands of Scripture, afford abundant encouragement 



* Eccles. 11 : 6. 



CONCLUSION. 97 

for women diligently to exercise their powers in the 
education of children — powers which appear peculiarly 
given to lit them for the performance of this important 
duty ? How many eminent, how many excellent men 
have attributed their most valuable attainments to the 
impressions made on their minds by the early care of 
female relatives, and more especially by that of mothers ! 
A mother providentially possesses advantages for ob- 
taining over her children an influence which may be as 
powerful, and durable as it is mild and attractive ; an 
influence which may prove to them a guide and defence 
through the temptations and difficulties of life, when 
she, herself, has escaped from them all, and which, if 
it do not fully accomplish the good she desires, will yet 
" hang on the wheels of evil." It may confidently be 
believed, though she may have to wait " many days," 
that her conscientious endeavors will return in blessings 
upon herself and upon her children, and that the fruits, 
whether earlier or later, will abundantly prove u that 
her labor has not been in vain in the Lord." 



